ERIC Number: EJ860396
Record Type: Journal
Publication Date: 2009-Nov
Abstractor: As Provided
Reference Count: 0
"I Really Need Feedback to Learn:" Students' Perspectives on the Effectiveness of the Differential Feedback Messages
Lipnevich, Anastasiya A.; Smith, Jeffrey K.
Educational Assessment, Evaluation and Accountability, v21 n4 p347-367 Nov 2009
The current study examined students' perceptions of the effects of different forms of instructional feedback on their performance, motivation, and emotion. Forty-nine students attending an eastern US university participated in focus group discussions. The groups explored students' reactions to grades, praise, and computer versus instructor provided feedback, as well as students' views of the ideal feedback. Students named detailed comments as the most important and useful form of feedback. Grades were deemed to be unnecessary if the goal of an activity was to learn. Students proposed that low grades elicit negative affect and damage the students' sense of self-efficacy, and high grades decrease motivation and lessen students' perceived need to improve. Praise was reported to positively affect emotion, but not to be directly conducive to learning.
Descriptors: Feedback (Response), Student Attitudes, Grades (Scholastic), Self Efficacy, Focus Groups, Motivation, Positive Reinforcement, College Students, Higher Education, Student Reaction, Group Discussion, Academic Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Authoring Institution: N/A