Providing external feedback and prompting the generation of internal feedback fosters achievement, strategies and motivation in concept learning

Narciss, Susanne; Prescher, Claudia; Khalifah, Lugain; Körndle, Hermann

doi:10.1016/j.learninstruc.2022.101658

Cited by 15 publications

(8 citation statements)

References 25 publications

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“…The findings indicate a positive connection between feedback and different types of motivation, such as intrinsic, perceived, and extrinsic motivation, as they are essential factors in motivating learners and influencing their learning satisfaction (Saeed et al, 2013;Noroozi et al, 2022;Gan et al, 2023). Furthermore, the research concluded that learners' motivation to learn was significantly enhanced by the provision of various types of feedback, including electronic (Afzaal, 2021;Nguyen & Trang, 2023), interpretive (Al-Darei & Elhag, 2022), internal, and external feedback (Narciss et al, 2022). Additionally, providing teacher feedback significantly strengthened the trainees' motivation to write written assignments (Anagnosti & Sofos, 2020).…”

Section: Discussion Of Research Resultsmentioning

confidence: 98%

“…Through this systematic review of research, it was found that feedback can have a significant impact on the development of non-cognitive skills. Regarding communication and interpersonal skills, the provision of different types of feedback (oral-written, perceptual, constructive, electronic, internal-external) by teachers significantly enhanced the skills of various forms of communication (Younis et al, 2021;Kyne et al, 2023), b) listening (Johnson & Cooke, 2016;Bono et al, 2017;Narciss et al, 2022), c) teamwork and collaboration (Zhang et al, 2014;Turner, 2023;Cacciamani et al, 2023), d) conflict resolution (Narciss et al, 2022Turner, 2023, networking and relationship building (Wang & Zhang, 2020;Turner, 2023;Cacciamani et al, 2023).…”

Section: Discussion Of Research Resultsmentioning

confidence: 99%

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The Impact of Teacher Feedback on Non-cognitive Aspects of Student's Performance in Higher Education: A Review of Research

Charalampous,

Darra

2024

IRE

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Teacher feedback in higher education is an essential aspect of the teaching and learning process, as it presents the learner with objective judgments about his performance, helping his educational progress and improving his academic performance. This paper is a systematic review based on the PRISMA 2020 methodology, which identified 41 studies in higher education from 2013 to 2023 documenting the effect of teacher feedback on non-cognitive domains of learner performance. From the results of the research, it was found that the provision of any form of feedback by the teachers helped the learners to develop and strengthen non-cognitive skills, such as motivation, self-regulation, cooperation, self-reflection, self-esteem, self-confidence, self-efficacy, criticism thinking, reducing stress, co-constructing knowledge, regulating their emotions, metacognitive awareness. The trainees positively provided feedback from the teachers, perceiving its benefits in developing their social-emotional skills.

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Section: Discussion Of Research Resultsmentioning

confidence: 98%

Section: Discussion Of Research Resultsmentioning

confidence: 99%

The Impact of Teacher Feedback on Non-cognitive Aspects of Student's Performance in Higher Education: A Review of Research

Charalampous,

Darra

2024

IRE

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“…Yet when the instructor explained to students how to use exemplars for comparison the differences between the rubric and exemplars condition was less. This suggests that the instructions teachers give to students might mediate what they learn from making feedback comparisons (Narciss, et al, 2022;Nicol, 2022).…”

Section: Assessment Criteria Rubrics Exemplars and Self-feedbackmentioning

confidence: 99%

Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars?

Swingler,

Nicol,

Morrow

2024

Preprint

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Having students write their own feedback comments can positively impact their performance. To support these self-feedback productions, teachers usually provide students with information to compare their work against. Recent studies show that both assessment criteria, often in the form of a rubric, and exemplars promote grade improvements in draft-redraft situations. Yet little is known about the differential effects of these comparators on learning itself. The current study investigated this in a peer review setting. Students produced a written research report then one group compared it against information in the assessment criteria and another against information in exemplars. Both groups wrote self-feedback comments based on the comparisons they made. Results show that students produced more high-level process comments when comparing against exemplars while they produced more task-related feedback comments when comparing against assessment criteria. Students’ final grade performance was also better after exemplar comparisons. The implications of using different comparators to promote different kinds of self-feedback are discussed, as is the value of using instructional prompts to target different learning outcomes. By extending the range of comparators beyond the limited set currently in use and through appropriate prompting, teachers can help shift feedback agency to students and reduce their own workload.

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“…Understanding the role of immediate environmental factors in achievement situations, such as teacher behavior or teacher feedback (Apto et al, 2017;Awad-Igbaria et al, 2022;Frenzel et al, 2021;Narciss et al, 2022) is important because it allows us to understand how they influence the students' constitution of achievement beliefs and expectations in oral exams. Various teaching behaviors have been considered when analyzing their relationship with control-value appraisals and emotions (Becker et al, 2014;Lazarides & Buchholz, 2019;Lei et al, 2018;Westphal et al, 2018).…”

Section: Achievement Emotions and Teacher Behaviorsmentioning

confidence: 99%

Cuestionario de Verbalizaciones de Logro Docentes en Exámenes Orales

Sánchez-Rosas,

Dominguez-Lara,

Furlan

et al. 2023

Evaluar

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Hasta el momento, no existe un instrumento de medición que evalúe las expresiones verbales y comentarios sobre el logro de los alumnos que emiten los docentes en presencia de uno o varios estudiantes durante un examen oral. Este artículo informa la construcción, validez estructural, confiabilidad y validez externa del cuestionario de verbalizaciones de logro docentes en exámenes orales (TAVQ). El mismo evalúa varias verbalizaciones del docente desde la perspectiva de los estudiantes en exámenes orales. La validez estructural, confiabilidad y validez externa fueron evaluadas en una muestra de estudiantes universitarios (N = 252) de Argentina. Se especificaron varios modelos de medición plausibles basados en las dimensiones de valencia, foco y marco temporal, que fueron testeados mediante análisis factorial confirmatorio y bifactor. Se validaron dos escalas que miden con muy buena confiabilidad verbalizaciones de logro positivas y negativas expresadas por docentes durante los exámenes orales. Estas verbalizaciones mostraron relaciones apropiadas con emociones de logro y rendimiento académico. Se discute la necesidad de estudios futuros e implicancias prácticas.

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Providing external feedback and prompting the generation of internal feedback fosters achievement, strategies and motivation in concept learning

Cited by 15 publications

References 25 publications

The Impact of Teacher Feedback on Non-cognitive Aspects of Student's Performance in Higher Education: A Review of Research

The Impact of Teacher Feedback on Non-cognitive Aspects of Student's Performance in Higher Education: A Review of Research

Do Students Generate Better Self-Feedback by Comparing their Work Against Assessment Criteria or Exemplars?

Cuestionario de Verbalizaciones de Logro Docentes en Exámenes Orales

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