The effects of feedback on achievement, interest and self-evaluation: The role of feedback's perceived usefulness.

Autor/inn/en	Harks, Birgit; Rakoczy, Katrin; Hattie, John; Besser, Michael; Klieme, Eckhard
Titel	The effects of feedback on achievement, interest and self-evaluation: The role of feedback's perceived usefulness. Gefälligkeitsübersetzung: Effekte von Feedback auf Leistung, Interesse und Selbstbewertung: Die Rolle der subjektiven Nützlichkeit des Feedbacks.
Quelle	In: Educational psychology, 34 (2014) 3, S. 269-290Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Selbsteinschätzung; Sekundarbereich; Schüler; Schülerin; Feedback; Interesse; Leistungsmotivation; Lernmotivation; Mathematik; Leistung
Abstract	Compared the impact of two types of written feedback (process-oriented, grade-oriented) on changes in mathematics achievement, interest in the subject, and self-evaluation with a particular focus on the mediating role of feedback's perceived usefulness. 146 9th graders (aged 14-17 years) were assigned to either a process-oriented or a grade-oriented experimental feedback condition. They worked on mathematics tests, received feedback on their test results, and completed the surveys. Results of path analysis showed that process-oriented feedback was perceived as more useful than grade-oriented feedback and that the feedback's perceived usefulness had a positive effect on changes in achievement and interest in math. Consistent with this, process-oriented feedback had a greater positive indirect effect than grade-oriented feedback on changes in mathematics achievement and interest in the academic subject via its perceived usefulness. There were no such effects on changes in self-evaluation. Potential explanations for these findings, educational implications, and possible directions for future research are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2026/3