NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ869651
Record Type: Journal
Publication Date: 2010-Jan
Pages: 22
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0020-4277
Effects of Different Evaluative Feedback on Students' Self-Efficacy in Learning
Chan, Joanne C. Y.; Lam, Shui-fong
Instructional Science: An International Journal of the Learning Sciences, v38 n1 p37-58 Jan 2010
Two studies examined the effects of four types of teachers' evaluative feedback on Chinese students' self-efficacy in English vocabulary acquisition. In Study 1, a random sample of Grade 8 students (N = 79) learned prefixes and received either formative or summative feedback after failure in test. The results showed that students who received summative feedback showed a larger decrease in their self-efficacy than those who received formative feedback. In Study 2, a random sample of Grade 7 students (N = 77) went through similar procedures as in Study 1 except that students received either self-referenced or norm-referenced feedback. The results showed that self-referenced feedback was more beneficial to students' self-efficacy than norm-referenced feedback. The influences of teachers' evaluation and feedback on students' self-efficacy are discussed.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong