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ERIC Number: EJ914126
Record Type: Journal
Publication Date: 2010
Pages: 10
Abstractor: As Provided
Reference Count: 16
ISSN: ISSN-1937-6928
Effects of Evaluative Feedback on Rate of Learning and Task Motivation: An Analogue Experiment
Wilbert, Jurgen; Grosche, Michael; Gerdes, Heike
Learning Disabilities: A Contemporary Journal, v8 n2 p43-52 2010
The evaluative feedback teachers provide to learners may reference (a) individual learning progress (individual feedback), (b) social comparisons (social feedback), or (c) task criteria (criterial feedback). Various models have been proposed to explain the effects various forms of feedback have on learning and motivation with partly contradictory results. This study was designed to further examine which type of evaluative feedback best influences task performance, as defined (1) by the rate of learning and motivation and (2) by testing the hypothesis that feedback focusing on task completion (criterial feedback) is most beneficial, whereas individual and social feedback inhibits task performance. In this study, 140 university students were randomly assigned to four analogue experimental conditions: (1) individual, (2) social, (3) criterial and (4) no-feedback; furthermore, they were given a novel artificial language learning task to complete. Results showed that criterial feedback had the best results in task performance. Low-performing participants showed highest motivation in the criterial condition and lowest in social feedback, whereas their motivation in the individual feedback condition was average. Implications regarding the type of feedback that special education teachers provide are discussed. (Contains 3 figures.)
Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany