Written Feedback in Mathematics: Mediated by Students' Perception, Moderated by Goal Orientation

Autor/inn/en	Rakoczy, Katrin; Harks, Birgit; Klieme, Eckhard; Blum, Werner; Hochweber, Jan
Titel	Written Feedback in Mathematics: Mediated by Students' Perception, Moderated by Goal Orientation
Quelle	In: Learning and Instruction, 27 (2013), S.63-73 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2013.03.002
Schlagwörter	Goal Orientation; Student Attitudes; Foreign Countries; Feedback (Response); Educational Research; Written Language; Mathematics Instruction; Mathematics Achievement; Mastery Learning; Grade 9; Germany + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Schülerverhalten; Ausland; Bildungsforschung; Pädagogische Forschung; Geschriebene Sprache; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 09; 9. Schuljahr; Schuljahr 09; Deutschland
Abstract	Although feedback is a popular topic in educational research, the question of how and on what conditions feedback in mathematics affects learning seldom has been addressed. In this study, we investigated: (1) whether process-oriented feedback in mathematics leads to greater interest and higher achievement development compared to social-comparative feedback; (2) whether students' perception of feedback with regard to usefulness and competence support mediates these effects; and (3) whether the impact of feedback is moderated by students' mastery approach goal orientation. To answer these research questions, 146 ninth-grade intermediate school students in Germany were randomly assigned to both feedback conditions. Results of path analyses revealed (1) no significant total feedback effects on interest and achievement development, but (2) indirect effects on the development of interest via perceived competence support and usefulness, and on achievement development via perceived usefulness, as well as (3) a moderation effect of mastery approach goal orientation on the impact of feedback on perceived usefulness. (Contains 3 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10