Effects of formative feedback on intrinsic motivation: Examining ethnic differences

Pat-El, Ron; Tillema, Harm; Koppen, Sabine W.M. van

doi:10.1016/j.lindif.2012.04.001

Cited by 42 publications

(72 citation statements)

References 39 publications

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“…Among the four motivational components, the correlation coefficients between monitoring and three of motivational components are higher than that of scaffolding. This result is inconsistent with the findings of Pat-El, R. et al (2012), who found that scaffolding has a greater impact on the intrinsic motivation than monitoring.…”

Section: The Influence Of Monitoring and Scaffolding On Motivationcontrasting

confidence: 99%

“…Vansteenkiste, M., Lens, W., & Deci, E. L. (2006) found that learners will become persistent and be more willing to conduct in-depth processing if they are aware of their improvement and ways to enhance their learning performance. The survey conducted by Pat-El et al (2012) revealed that the two components of AFL (monitoring and scaffolding) were significantly associated with three intrinsic motivational indicators (ability, relevance, autonomy). The meta-analysis of Heitink, M. C. et al (2016) indicated that students' positive attitudes and their roles in learning are conducive to learner agency and self-directed learning abilities.…”

Section: Literature Reviewmentioning

confidence: 99%

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Relationship Between Assessment for Learning and English Learning Motivation of University Students in Blended Learning Environment

Wang¹,

Mustapha²

2020

JEP

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Recently, assessment for learning (AFL) has gained increasing popularity by researchers worldwide. It is generally accepted that AFL enables students to optimize their learning process and improve their learning proficiency through various informal assessment. This study aims at investigating the relationship between AFL and English learning motivation at university level as well as students' perceptions of this kind of assessment in a blended learning course. Blended learning combines the advantages of traditional face-to-face classroom teaching with online learning in order to provide a better learning environment. Both quantitative and qualitative method were used in the study. The quantitative data comes from two questionnaires: Assessment for Learning Questionnaire for Students which consist of Monitoring and Scaffolding part was used to investigate students' perceptions of assessment for learning and the Motivation Subscale of Motivated Strategies for Learning Questionnaire was selected as the instrument to measure students' motivation, which was furthered divided into value component, expectancy component and affective component. 115 university students from Hubei Province of China completed the two questionnaires. The data collected were analyzed using SPSS 22.0. Qualitative data were collected from semi-structured interviews with the selected 6 students. The results of correlation analysis show that intrinsic goal orientation and task value of value component is positively correlated with AFL. Expectancy component is positively correlated with AFL. There is no significant correlation between extrinsic goal orientation and AFL. AFL is not significantly associated with test anxiety. Both monitoring and scaffolding factors contribute to the increase of students' motivation. Results of the interviews indicate that students with high language proficiency are more willing to accept AFL. It is suggested that AFL should be advocated and applied in teaching language course in China. Future studies are needed to investigate the influence of AFL on students' learning outcome in an all-around way.

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Section: The Influence Of Monitoring and Scaffolding On Motivationcontrasting

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Relationship Between Assessment for Learning and English Learning Motivation of University Students in Blended Learning Environment

Wang¹,

Mustapha²

2020

JEP

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“…The available empirical research on the relation between AfL and motivation has resulted in inconclusive findings. Pat-El, Tillema and Van Koppen (2012) found effects of formative feedback on the intrinsic motivation of students in secondary vocational education. This effect was mediated by basic psychological need satisfaction.…”

Section: Afl To Enhance Student Motivationmentioning

confidence: 99%

Portfolios as a tool for AfL and student motivation: are they related?

Baas

Vermeulen

Castelijns

et al. 2019

Assessment in Education: Principles, Policy & Practice

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is a researcher at De Kempel Institute for Teacher Education. Her research focuses on the use of portfolio assessment as a tool to enhance elementary school students' motivation and self-regulation. Marjan Vermeulen is professor at the Welten Institute of the Open University The Netherlands. Her research interests lie in the professional development of teachers and innovative teacher behavior. Jos Castelijns is a senior researcher at De Kempel Institute for Teacher Education. His research concerns teacher education, curriculum development, assessment and motivation. Rob Martens is professor at the Welten Institute of the Open University The Netherlands. His research interest include multimedia learning and the influence of multimedia learning on students' motivation.

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Section: Discussionmentioning

confidence: 67%

“…Although we were not able to find previous work linking feedback experience to aspects of motivation in medical education, there is some evidence from secondary education that teacher behaviour and the manner in which feedback is provided have considerable effects on students' willingness to engage in further learning. 41 Conversely, motivation for writing tasks was found to be positively and strongly correlated with the participants' feedback seeking orientation. 42 A study using functional magnetic resonance imaging discovered that motivation may modulate neural responses to performance-related feedback and, furthermore, that changes in motivation facilitate processing in areas that support learning and memory.…”

Section: Discussionmentioning

confidence: 94%

Faculty feedback that begins with resident self-assessment: motivation is the key to success

et al. 2017

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Self-determination theory provided the clearest lens for framing our findings and fitted into a conceptual model linking the quality of the SAFF experience and residents' motivational loci. We identified several study limitations including time in the field, evolving characteristics of the SAFF programme and the absence of faculty voices. We believe that by better understanding residents' experiences of SAFF, educators may be able to tailor the feedback process, enhance clinical performance and ultimately improve patient care.

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Effects of formative feedback on intrinsic motivation: Examining ethnic differences

Cited by 42 publications

References 39 publications

Relationship Between Assessment for Learning and English Learning Motivation of University Students in Blended Learning Environment

Relationship Between Assessment for Learning and English Learning Motivation of University Students in Blended Learning Environment

Portfolios as a tool for AfL and student motivation: are they related?

Faculty feedback that begins with resident self-assessment: motivation is the key to success

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