Feedback on students' performance: A possible way of reducing the negative effect of math anxiety in higher education

被引：37
作者：
Nunez-Pena, M. I. [1 ,2 ]
Bono, R. [1 ,2 ]
Suarez-Pellicioni, M. [1 ,2 ]
机构：
[1] Univ Barcelona, Fac Psychol, Dept Behav Sci Methods, Barcelona 08035, Spain
[2] Univ Barcelona, Inst Brain Cognit & Behav IR3C, Barcelona 08035, Spain
来源：
INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH | 2015年 / 70卷
关键词：
Formative assessment; Feedback on errors; Math anxiety; Higher education; Academic achievement; MATHEMATICS ANXIETY; RATING-SCALE; LEARN STATISTICS; WORKING-MEMORY; VERSION;
D O I：
10.1016/j.ijer.2015.02.005
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The aim of this study was to investigate the effectiveness of a formative assessment system in improving students' learning. This system involved giving feedback to students regarding the errors they made in a series of assignments performed during a course. Participants were 166 students enrolled in a core course of the degree in psychology offered by the University of Barcelona. Attendance at feedback classes was found to be positively correlated with students' grades, whereas the correlation between math anxiety scores and final exam grades was not significant. Exam grades were only predicted by the 'perceived usefulness of feedback' factor, suggesting that feedback may have helped to reduce the negative impact of math anxiety on students' academic achievement. (C) 2015 Elsevier Ltd. All rights reserved.
引用
收藏
页码：80 / 87
页数：8
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