ERIC Number: EJ869651
Record Type: Journal
Publication Date: 2010-Jan
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-4277
EISSN: N/A
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.
Descriptors: Feedback (Response), Self Efficacy, Vocabulary, Grade 8, Grade 7, Vocabulary Development, English (Second Language), Second Language Learning, Second Language Instruction, Foreign Countries, Formative Evaluation, Summative Evaluation, Evaluation Methods, Student Evaluation, Instructional Effectiveness, Comparative Analysis
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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
Grant or Contract Numbers: N/A