The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief

Akkuzu, Nalan

doi:10.14221/ajte.2014v39n3.3

Cited by 39 publications

(25 citation statements)

References 64 publications

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“…Individual perceptions of SE depend on various personal interpretations from different sources of SE. SE sources generate positive experiences or feedback helped students promote their SE beliefs, in contrast with students who have negative experiences or feedback create low SE [28]. There are relationships among SE sources, feedback, and CSE [28].…”

Section: Se Sources and Feedbackmentioning

confidence: 99%

“…SE sources generate positive experiences or feedback helped students promote their SE beliefs, in contrast with students who have negative experiences or feedback create low SE [28]. There are relationships among SE sources, feedback, and CSE [28]. Feedback acts as an important approach to promote high or low students' SE [28].…”

Section: Se Sources and Feedbackmentioning

confidence: 99%

“…There are relationships among SE sources, feedback, and CSE [28]. Feedback acts as an important approach to promote high or low students' SE [28]. Four types of SE sources are the following:…”

Section: Se Sources and Feedbackmentioning

confidence: 99%

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The Factors Enhance the Strength of Students’ Computer Self-efficacy in a Computer Classroom

Srisupawong¹,

Koul²,

Neanchaleay

2019

IJIET

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The success in computer courses is influenced by the levels of students' beliefs in their computer abilities (computer self-efficacy). Low level of computer self-efficacy (CSE) may affect to student's attention, engagement, and achievement in computer courses. Teacher feedback is one of the important factors helping students boost their CSE. The interaction with teachers influences students' intrinsic motivation and computer abilities. This study was to explore the influence of teachers' feedback in the computer classroom environment. The different types of teachers' feedback affect the different levels of students' CSE. An individual computer project was given to students. Data collection with pre-test and post-test design was used to capture students' changing perceptions of learning at the beginning and end of the computer course. The final sample was 105 high-school students in Thailand. A survey measured 8 items of abilities feedback, 5 items for general praise, 9 items for negative feedback, 5 items for CSE, and 24 items for SE Sources. Results from regression analysis revealed that SE source of social persuasions influenced by the ability feedback, along with general praise, and negative feedback respectively was the strongest predictor to predict students' CSE. The result highlighted not only teacher feedback can help students strengthen their CSE but also link with students' psychological Index Terms-Computer classroom, computer self-efficacy, needs in a computer classroom. feedback, self-efficacy source.

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Section: Se Sources and Feedbackmentioning

confidence: 99%

Section: Se Sources and Feedbackmentioning

confidence: 99%

See 1 more Smart Citation

The Factors Enhance the Strength of Students’ Computer Self-efficacy in a Computer Classroom

Srisupawong¹,

Koul²,

Neanchaleay

2019

IJIET

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“…A large body of research exists that highlights the value of feedback in academic setup. For instance, one of the contributions of feedback to learning is that it enhances students' academic http: //dx.doi.org/10.15405/epsbs.2017.10.47 Corresponding Author: Rashida Qureshi Selection and peer-review under (Akkuzu, 2014;;Clark, 2012;Cauley & McMillan, 2010;Wang and Wu, 2008;Yorke, 2003). An additional expression of its facilitative role is that feedback clarifies students' misconceptions (Searle, 2013) and reconstructs their knowledge and/or skills (Hattie, 2012;Hattie & Timperely, 2007).…”

Section: Feedback As a Positive Influencementioning

confidence: 99%

Does Formative Assessment Help? Students’ Perspective On ‘Feedback’ From Pakistan

Qureshi¹,

Zahoor²,

Zahoor³

2017

European Proceedings of Social and Behavioural Sciences

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For long researchers have been making a case in favor of formative assessment or 'assessment for learning' (Williams 2009) against summative assessment or 'assessment of learning ' (Isabwe, 2012). In our earlier work (Qureshi, Zahoor and Zahoor, 2017)) where we compared to be teachers-students' results using formative and summative assessment techniques, the empirical evidence favored summative assessment. The present paper is an extension of that work. In our current work, we followed Haroldson's (2012) approach and focused on students' opinions of the written 'feedback' in order to explore their perspective on formative assessment. Like Limniou & Smith, (2014), we also believe that formative assessment is a process whereby students "reflect on their own learning and understand what has been developed, omitted or improved" (p. 210), therefore, their perspective may be helpful in evaluating the utility of feedback practice for learning. Through purposeful sampling we selected a sample of high scorers, i.e., with Median score = 22 and above as per summative assessment, from our earlier research study. This yielded a number of 32 students. Their views were sought trough semi structured questionnaire and a series of focus group discussions The emerging themes included 'invisibility' of efforts, intensive engagement with academic reading, and longer harvesting time for the 'benefits' of formative feedback. These views of the current student-teachers have implications for the future processes of teaching and learning at the institutions of higher learning as they will be shaping the academic experiences of our future generation of academicians

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“…Böylelikle öğretmenlik deneyimini ve mesleki yeterliliğini arttırabilir. Deneyimlerle birlikte öğretimindeki eksik ya da yanlışları gören ve yansıtıcı düşünme çerçevesinde öğretimini yeniden düzenleyen bireylerin mesleki yeterliliklerinin arttığını vurgulayan pek çok araştırmaya alanyazında rastlanılmaktadır (Lock & Lee 2001;Rodgers 2002;Ekiz 2006;Spraker 2010;Akkuzu 2014). Öğretmen adaylarının mesleki gelişimlerini farklı bir öğretim yöntemi olan mikro-yansıtıcı öğretimi süreci içerisinde ortaya koymayı amaçlayan bu özel durum çalışması öğretmen adaylarının mesleki yeterlilikleri ile ilgili düşüncelerini yansıtmalarına odaklanmıştır.…”

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Kimya Öğretiminde Yeni Deneysel Arayışlar: Öğretmen Adaylarının Yansıtıcı Günlükleri Ekseninde Derinlemesine Bir Bakış

Akçay¹,

Akkuzu²

2016

MJH

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Bu araştırmanın amacı mikro-yansıtıcı öğretim süreci içinde kimya öğretmen adaylarının mesleki yeterliliklerinin gelişimlerine ilişkin kendi görüşlerini yansıtıcı günlükler aracılığıyla belirlemektir. Araştırmada nitel araştırma desenlerinden özel durum çalışması kullanılmıştır. Buna göre öğretmen adaylarının mikro-yansıtıcı öğretim deneyimleri sırasında mesleki yeterlilikleri ile ilgili hangi alanlarda sorun yaşadıklarına, bu sorunları nasıl çözmeye çalıştıklarına ve kendilerini hangi yönlerde geliştirdiklerine odaklanılmıştır. Araştırmanın katılımcıları altı gönüllü kimya öğretmen adayından oluşmaktadır. Uygulamada her bir öğretmen adayı seçtikleri kimya konularını 4 hafta boyunca anlatmışlardır. Veri toplama aracı olarak öğretmen adaylarının sundukları derslere yönelik görüşlerini aktaracakları yansıtıcı günlükler kullanılmıştır. Yapılan içerik analizi sonucunda öğretmen adaylarının konu alanı bilgisi, pedagoji bilgisi yeterlilikleri ve geri bildirimlerin etkisi kategorileri üzerinde durdukları ortaya çıkmıştır.

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The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief

Cited by 39 publications

References 64 publications

The Factors Enhance the Strength of Students’ Computer Self-efficacy in a Computer Classroom

The Factors Enhance the Strength of Students’ Computer Self-efficacy in a Computer Classroom

Does Formative Assessment Help? Students’ Perspective On ‘Feedback’ From Pakistan

Kimya Öğretiminde Yeni Deneysel Arayışlar: Öğretmen Adaylarının Yansıtıcı Günlükleri Ekseninde Derinlemesine Bir Bakış

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