The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class

Muis, Krista R.; Ranellucci, John; Franco, Gina M.; Crippen, Kent J.

doi:10.1080/00220973.2012.738257

Cited by 47 publications

(26 citation statements)

References 53 publications

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“…It is theorized that, in individuals, feedback affects individual goals as well as behavioral choice, leading to individually focused efforts (DeShon et al, 2004). In a previous study (Muis, Ranellucci, & Franco, 2013) on performance feedback and its impact on student achievement in an undergraduate chemistry course, researchers found that students in the performanceapproach feedback group had significantly higher achievement than students in other groups, with a six-point difference between the earned final grade of students in the performance-approach feedback group and control group.…”

Section: General Feedback Effectsmentioning

confidence: 99%

Helping Struggling Students: The Impact of Three Instructional Interventions on College Students’ Exam Scores and Exam-Skipping Behavior

Thomas

2017

Psychology Learning & Teaching

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Whether instructional-communication feedback sent to struggling students and succeeding students following course exams would significantly increase their exam scores and significantly decrease their exam-skipping behavior relative to students in the control group was investigated. An experimenterblind study utilizing feedback and the personalization principle was conducted. Undergraduate students (N ¼ 122) were randomly assigned to the control group and the experimental group -the instructional-communications group. After each exam, an instructional intervention using instructionalcommunication feedback was sent. Struggling students who received instructional-communication feedback had higher exam scores and skipped fewer exams than struggling students in the control group for all exams. For exam 2, there was a statistically significant exam score difference (one half-letter grade: 4.93%) between struggling students in the experimental and control groups. For exam 2, the proportion of students in the experimental group that engaged in exam-skipping behavior was significantly smaller than the control group, with a percentage difference of 9.46% -a 43.07% decrease relative to the control group. For struggling students, instructional communications with tailored content significantly increased student test performance. For all students, instructional communications significantly decreased student exam-skipping behavior. The results of this study provide evidence of the efficacy of using personalization-based tailored instructional communications. /home/plat PB-T communications, PB communications, and tailored message content PB-T (personalization-based and tailored) instructional communications are designed to elicit deeper learning via use of the personalization-instructional method and tailoring principles (Gibbs, 2013). Similarly, PB (personalization-based) instructional communications are designed to elicit deeper learning by way of the personalization-instructional method, but do not use tailoring principles. PB-T instructional communications combine tailored message principles and conversational style language, which is prescribed for the personalization instructional method. In earlier work, Thomas (publishing as Gibbs, 2013) conceived the concept and created the term PB-T instructional communications.

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Section: General Feedback Effectsmentioning

confidence: 99%

Helping Struggling Students: The Impact of Three Instructional Interventions on College Students’ Exam Scores and Exam-Skipping Behavior

Thomas

2017

Psychology Learning & Teaching

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“…In his theory, McClelland defines the need for realization (achievement) as a need of the individual to do activities successfully. Performance at school is also affected by emotions (Muis, Ranellucci, Franco, & Crippen, 2013;Ksenija Lj, 2016). Moreover, several recent studies (Magnano, Craparo, & Paolillo, 2016) confirm the importance of emotions' regulating abilities and their role in motivational processes.…”

Section: Introductionmentioning

confidence: 99%

Achievement Motivation And Regulatory Emotional Self-Efficacy In University Students

Pedditzi¹

2019

The European Proceedings of Social and Behavioural Sciences

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“…Much attention in different educational systems is directed towards student achievement (Hulleman, Schrager, Bodmann, &Harackiewicz, 2010). The quality and the quantity of what the individual gains in terms of knowledge, skills and dispositions, as well as the ability to employ these learning components in different life situations, reflects the effectiveness of the educational system (Muis, Ranellucci, Franco, & Crippen, 2013). Since learning Instruction, July 2018 • Vol.11, No.3 gains might be easily forgotten or lost, it becomes important to focus on using teaching methods that help learners to activate their mental abilities and make meaningful associations, which make learning last longer.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

Al-Balushi

Al‐Balushi²

2018

INT J INSTRUCTION

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The aim of the current study is to examine the effectiveness of brain-based learning for student direct and postponed retention in science. There were three groups in the study-one control group and two experimental groups. Brain-based learning was used in the first experimental group (mental group). In addition, technology was used in the second group as a platform to deliver brain-based learning. The control group used conventional teaching methods. There were 197 participants from grade eight. We administered a science achievement test to the three groups as a pre-test (before the beginning of the study), as a post-test (at the end of the study), and as a postponed test (six weeks after the study ended). The post-test results indicated that the technology experimental group outperformed the control group. However, the postponed test results also showed that there was no significant difference between the control group and the technology group. On the other hand, the mental experimental group performed significantly better than the other two groups on the postponed test. We suggest that the novelty effect might play a role in wavering the impact of the use of technology, however further research is needed.

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The Interactive Effects of Personal Achievement Goals and Performance Feedback in an Undergraduate Science Class

Cited by 47 publications

References 53 publications

Helping Struggling Students: The Impact of Three Instructional Interventions on College Students’ Exam Scores and Exam-Skipping Behavior

Helping Struggling Students: The Impact of Three Instructional Interventions on College Students’ Exam Scores and Exam-Skipping Behavior

Achievement Motivation And Regulatory Emotional Self-Efficacy In University Students

Effectiveness of Brain-Based Learning for Grade Eight Students’ Direct and Postponed Retention in Science

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