Effects of different evaluative feedback on students’ self-efficacy in learning

被引：0
作者：
Joanne C. Y. Chan
Shui-fong Lam
机构：
[1] The University of Hong Kong,
来源：
Instructional Science | 2010年 / 38卷
关键词：
Self-efficacy; Control; Teacher feedback; Evaluation; Goal theory;
D O I：
暂无
中图分类号：
学科分类号：
摘要：
Two studies examined the effects of four types of teachers’ evaluative feedback on Chinese students’ self-efficacy in English vocabulary acquisition. In Study 1, a random sample of Grade 8 students (N = 79) learned prefixes and received either formative or summative feedback after failure in test. The results showed that students who received summative feedback showed a larger decrease in their self-efficacy than those who received formative feedback. In Study 2, a random sample of Grade 7 students (N = 77) went through similar procedures as in Study 1 except that students received either self-referenced or norm-referenced feedback. The results showed that self-referenced feedback was more beneficial to students’ self-efficacy than norm-referenced feedback. The influences of teachers’ evaluation and feedback on students’ self-efficacy are discussed.
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页码：37 / 58
页数：21
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