The Role of Teacher Feedback-Feedforward and Personal Best Goal Setting in Students' Mathematics Achievement: A Goal Setting Theory Perspective

Autor/inn/en	Burns, Emma C.; Martin, Andrew J.; Evans, Paul A.
Titel	The Role of Teacher Feedback-Feedforward and Personal Best Goal Setting in Students' Mathematics Achievement: A Goal Setting Theory Perspective
Quelle	In: Educational Psychology, 41 (2021) 7, S.825-843 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burns, Emma C.) ORCID (Martin, Andrew J.) ORCID (Evans, Paul A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2019.1662889
Schlagwörter	Feedback (Response); Goal Orientation; Mathematics Achievement; High School Students; Student Motivation; Student Improvement; Teacher Guidance; Predictor Variables; Gender Differences; Age Differences; Adolescents; Mathematics Teachers; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Zielorientierung; Zielvorstellung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schulische Motivation; Lehrerberatung; Prädiktor; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Ausland; Australien
Abstract	Teacher feedback in mathematics is a potential strategy for redressing declining international trends in high school mathematics achievement. Effective feedback comprises corrective information (feedback) and guidance for improvement (feedforward)--referred to herein as 'feedback-feedforward'. Relatively little research has examined the motivational mechanisms linking teacher feedback to achievement, with even less linking feedback-feedforward to achievement. Goal setting theory proposes that goal setting, especially growth-oriented (e.g. personal best) goal setting, may mediate the positive impact of feedback on achievement. Using structural equation modelling, this study (N = 362 Australian students) builds on this to examine if: (1) teacher feedback-feedforward and PB goal setting predicted achievement in mathematics; and (2) PB goal setting mediated the link between teacher feedback-feedforward and achievement. Mathematics teacher feedback-feedforward predicted PB goal setting, PB goal setting predicted achievement, and PB goal setting fully mediated the link between feedback-feedforward and achievement. Implications for mathematics teacher feedback-feedforward and goal-setting interventions are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01