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Article: Effects of different evaluative feedback on students' self-efficacy in learning

TitleEffects of different evaluative feedback on students' self-efficacy in learning
Authors
KeywordsControl
Evaluation
Goal theory
Self-efficacy
Teacher feedback
Issue Date2010
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277
Citation
Instructional Science, 2010, v. 38 n. 1, p. 37-58 How to Cite?
AbstractTwo 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. © Springer Science+Business Media B.V. 2008.
Persistent Identifierhttp://hdl.handle.net/10722/130069
ISSN
2015 Impact Factor: 1.462
2015 SCImago Journal Rankings: 1.418
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorChan, JCYen_HK
dc.contributor.authorLam, SFen_HK
dc.date.accessioned2010-12-23T08:46:27Z-
dc.date.available2010-12-23T08:46:27Z-
dc.date.issued2010en_HK
dc.identifier.citationInstructional Science, 2010, v. 38 n. 1, p. 37-58en_HK
dc.identifier.issn0020-4277en_HK
dc.identifier.urihttp://hdl.handle.net/10722/130069-
dc.description.abstractTwo 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. © Springer Science+Business Media B.V. 2008.en_HK
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277en_HK
dc.relation.ispartofInstructional Scienceen_HK
dc.rightsThe original publication is available at www.springerlink.com-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectControlen_HK
dc.subjectEvaluationen_HK
dc.subjectGoal theoryen_HK
dc.subjectSelf-efficacyen_HK
dc.subjectTeacher feedbacken_HK
dc.titleEffects of different evaluative feedback on students' self-efficacy in learningen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0020-4277&volume=38&issue=1&spage=37&epage=58&date=2010&atitle=Effects+of+different+evaluative+feedback+on+students%27+self-efficacy+in+learning-
dc.identifier.emailLam, SF:lamsf@hku.hken_HK
dc.identifier.authorityLam, SF=rp00568en_HK
dc.description.naturepostprint-
dc.identifier.doi10.1007/s11251-008-9077-2en_HK
dc.identifier.scopuseid_2-s2.0-74849094506en_HK
dc.identifier.hkuros178329en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-74849094506&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume38en_HK
dc.identifier.issue1en_HK
dc.identifier.spage37en_HK
dc.identifier.epage58en_HK
dc.identifier.isiWOS:000273590900003-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridChan, JCY=16206300300en_HK
dc.identifier.scopusauthoridLam, SF=7402279467en_HK
dc.identifier.citeulike3611933-

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