Promoting Middle School Students' Learning Motivation and Academic Emotions via Student-Created Feedback for Online Student-Created Multiple-Choice Questions

Autor/inn/en	Yu, Fu-Yun; Wu, Wan-Shan; Huang, Hsun-Chih
Titel	Promoting Middle School Students' Learning Motivation and Academic Emotions via Student-Created Feedback for Online Student-Created Multiple-Choice Questions
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 5, S.395-408 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yu, Fu-Yun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0398-x
Schlagwörter	Feedback (Response); Multiple Choice Tests; Middle School Students; Learning Motivation; Grade 7; Emotional Response; Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Motivation for studies; Lernmotivation; School year 07; 7. Schuljahr; Schuljahr 07; Emotionales Verhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The comparative effects of student-created feedback for online student-created multiple-choice questions (the experimental group) and online student-created multiple-choice questions alone (the control group) on middle school-aged students' learning motivation and both positive and negative academic emotions were examined. A non-equivalent control group design was adopted. One hundred and nine seventh graders from four intact classes participated for 9 weeks. The results of the ANCOVA indicated that students in the experimental group scored significantly higher than those in the control group in learning motivation and positive academic emotions in the subject matter studied. No statistically significant differences in negative academic emotions in the subject matter studied between the two groups were supported by the ANCOVA results. Based on the findings, suggestions for instruction and future studies were provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01