Effects of Individualised Feedback and Instruction on Effort Attributions, Ability Attributions and Spelling Achievement

Oudenhoven, Jan Pieter van; Siero, Frans W.; Veen, Peter; Withag, Jan

doi:10.1080/0305569830090204

Cited by 2 publications

(3 citation statements)

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“…However, this does not mean that control enhancing strategies could not be effective for a longer period. In a four month fieldexperiment ( Van Oudenhoven, Siero, Veen, & Withag, 1983), third grade students demonstrated such long-term effects. Three conditions were applied: the usual classical system of judgments, a condition with judgments about improvement of achievement, and a condition in which the improvement feedback was combined with individualized instruction.…”

Section: Discussionmentioning

confidence: 99%

“…The pupils had to deduce contingency from tiny (subjective) steps of improvement. From a more general applied point of view, Van Oudenhoven et al (1983) show how principles such as contingency, individualised feedback, and goal setting, which were artificially distinguished in this study, can be successfully integrated in existing spelling instruction methods.…”

Section: Discussionmentioning

confidence: 99%

“…During five lessons, the students worked on a relatively new topic that had been used in a previous study (Siero, Van Oudenhoven & Veen, 1983), i.e., a unit on the social history of Northern America. The lessons were given by a teacher who was appointed especially for that purpose.…”

Section: Subjects and Taskmentioning

confidence: 99%

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The effects of contingent feedback on perceived control and performance

Siero

Oudenhoven

1995

Eur J Psychol Educ

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The purpose of this study was to examine the impact on students' performance of three contingent feedback strategies used by teachers. Contingency means that the feedback strongly corresponds with task behaviour that can be controlled by the students . Elementary school students (N=296) received individualized feedback about their performance during a series of five lessons . Within this contingent feedback structure. three strategies were applied which were assumed [0 enhance the perceived controllability of the task situation: (1) enhancing the perceptibility of the contingency between feedback and task behavior; (2) explicit reference to effort as part of the feedback. and (3) setting of goals. As predicted, the three contingent feedback strategies had a significant positive effect on perceived controllability, and led to better task performance.It has long been recognized that the feedback teachers give to students influences students' achievement. Depending on whether the feedback is positive or negative, a student may be encouraged or discouraged, sometimes to the point of becoming an underachiever. An important aspect of feedback is the relationship between the judgment and those elements in the task behaviour which are under the student's control, such as effort. When this correspondence is strong, i.e, judgments covary with controllable aspects of the task behaviour, judgments are called contingent. Is it possible to improve the performance of elementary school children by enhancing this contingency of judgments? The purpose of this study was to answer that question .The criterion used by the teacher to judge performance is essential for the degree of contingency. In the case of a group-based evaluation, performance is assessed in relation to other students' performance ; a performance above a specified level (e.g., average) is viewed more positively than a performance below that level. If feedback is individualised , achievement is judged in relation to the student's past performance: improvement results in a positive judgment, deterioration results in a negative or less positive judgment. Intrapersonal comparison of performances instead of interpersonal compari son diminishes differences in abilities and enhances the importance of effort. Consequently, if feedback is individualised, contingency between judgment and task behaviour is stronger.Contingent judgments given to a student are subject to fluctuations depending on the

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%