Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment

被引：40

作者：

Timmers, Caroline F. ^{[1
]}

Braber-van den Broek, Jannie

van den Berg, Stephanie M. ^{[2
]}

机构：

[1] Saxion Univ Appl Sci, Dept Res Methodol Measurement & Data Anal, NL-7500 AE Enschede, Netherlands

[2] Univ Twente, Enschede, Netherlands

来源：

COMPUTERS & EDUCATION | 2013年 / 60卷 / 01期

关键词：

Computer-based assessment; Formative assessment; Feedback seeking; Feedback study time; Motivational beliefs; MODEL; INSTRUCTION; SEEKING; DESIGN;

D O I：

10.1016/j.compedu.2012.07.007

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

Feedback can only be effective when students seek feedback and process it. This study examines the relations between students' motivational beliefs, effort invested in a computer-based formative assessment, and feedback behaviour. Feedback behaviour is represented by whether a student seeks feedback and the time a student spends studying the feedback. The motivational beliefs examined in this study are success expectancy and task-value beliefs. Results show that the effort invested in the formative assessment was predicted by task-value beliefs, but not by success expectancy beliefs. Furthermore, feedback seeking was predicted by success expectancy as well as task-value beliefs, while feedback study time was not. In addition, feedback seeking was predicted by student effort invested in the formative assessment. (C) 2012 Elsevier Ltd. All rights reserved.

引用

页码：25 / 31

页数：7

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