Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest
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引用次数: 0
Abstract
Background
Students need support when working on complex tasks such as writing. Reward-learning theories posit that verbal rewards, like feedback-depending on its design-can support students' extrinsic and intrinsic motivation. So far, empirical studies have focused on using praise feedback to foster extrinsic motivation. However, researchers have argued that fostering intrinsic compared to extrinsic motivation has more sustainable effects and that constructive feedback can also function as an intrinsic reward by supporting students’ knowledge acquisition.
Aims
We investigated whether constructive feedback that students perceive as useful can sustain triggered situational interest and support writing performance by being a rewarding experience, indicated by a positive emotional response to receiving feedback.
Method
We asked 1709 secondary students to write and revise a text after receiving constructive feedback designed to foster knowledge acquisition. To test whether the feedback worked as a reward (i.e., elicited a positive emotional reaction), we estimated a causal mediation model with perceived feedback usefulness as the predictor, latent profiles of students' emotional responses as the mediator, and students’ interest and revision performance change as the outcome.
Results
Students who perceived the feedback as useful showed a more positive interest change. As indicated by the indirect effects, the relation can be partially explained by students’ emotional reactions, especially when students perceived the feedback as highly useful. No relations were found for writing performance.
Conclusion
Our results suggest that constructive feedback that students perceive as highly useful for their knowledge acquisition can function as a constructive reward.
背景学生在完成写作等复杂任务时需要支持。奖励-学习理论认为,语言奖励(如反馈)--取决于其设计--可以支持学生的外在和内在动机。迄今为止,实证研究主要集中在利用表扬反馈来培养外在动机。AimsWe investigated whether constructive feedback that students perceive as useful can sustain triggered situational interest and support writing performance by being a rewarding experience, indicated by a positive emotional response to receiving feedback.MethodWe asked 1709 secondary students to write and revise a text after receiving constructive feedback designed to foster knowledge acquisition.为了检验反馈是否起到奖励作用(即引起积极的情绪反应),我们估算了一个因果中介模型,该模型以感知到的反馈有用性为预测因子,以学生情绪反应的潜在特征为中介因子,以学生的兴趣和修改成绩变化为结果。间接效应表明,学生的情绪反应可以部分解释这种关系,尤其是当学生认为反馈非常有用时。结论我们的研究结果表明,学生认为对其知识获取非常有用的建设性反馈可以起到建设性奖励的作用。
期刊介绍:
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.