基于计算机的评估中绩效反馈的情感-动机效应:错误信息的复杂性重要吗?

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Contemporary Educational Psychology Pub Date : 2023-04-01 DOI:10.1016/j.cedpsych.2022.102146

Livia Kuklick, Marlit Annalena Lindner

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引用次数: 5

摘要

基于计算机的绩效反馈对学生情感动机状态的影响可能会有很大的不同，这取决于反馈信息的积极或消极方向及其具体内容。本实验探讨了更详细的错误信息是否能提高学生对负面(即纠正性)反馈的情感动机反应。我们系统地改变了纠正性反馈信息的存在和复杂性(1 × 4受试者间设计)，并分析了所提供的反馈对学生情绪、任务相关感知有用性和期望价值信念的影响。大学生(N = 439)做了一个低风险测试，有12个建构反应几何任务。他们要么没有收到反馈，要么在不正确的反应后收到不同复杂性的即时纠正反馈(即，结果知识[KR]，正确反应知识[KCR]或详细反馈[EF])，并在正确反应后收到即时确认性KCR反馈(即，确认他们的反应)。我们的数据显示，学生的任务级表现调节了反馈的情绪影响(即正确回答后的有益影响;错误反应后的有害影响)。学生的表现进一步调节了对学生期望价值信念的几个反馈效应。在错误信息复杂性方面，我们发现与KR相比，学生在接受EF或KCR后报告了更高水平的积极情绪，而与KR相比，只有EF降低了学生的负面情绪水平，并增加了学生的任务相关感知有用性。总体而言，我们的研究结果表明，当反馈确认了正确的反应时，绩效反馈可能会改善学生的情感动机状态。此外，当报告错误时，EF(或KCR消息)比简单的KR通知更有利于情感激励结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Affective-motivational effects of performance feedback in computer-based assessment: Does error message complexity matter?

The impact of computer-based performance feedback on students’ affective-motivational state may be very different, depending on the positive or negative direction of the feedback message and its specific content. This experiment investigated whether more elaborated error messages improve students’ affective-motivational response to negative (i.e., corrective) feedback. We systematically varied the presence and complexity of corrective feedback messages (1 × 4 between-subjects design) and analyzed the effects of the provided feedback on students’ emotions, task-related perceived usefulness, and expectancy-value beliefs. University students (N = 439) worked on a low-stakes test with 12 constructed-response geometry tasks. They received either no feedback or different complexities of immediate corrective feedback after incorrect responses (i.e., Knowledge of Results [KR], Knowledge of Correct Response [KCR], or Elaborated Feedback [EF]), paired with immediate confirmatory KCR feedback after correct responses (i.e., confirming their response). Our data showed that students’ task-level performance moderated the emotional impact of feedback (i.e., beneficial effects after correct responses; detrimental effects after incorrect responses). Students’ performance further moderated several feedback effects on students’ expectancy-value beliefs. Regarding error message complexity, we found that students reported higher levels of positive emotions after receiving EF or KCR compared to KR, while only EF decreased students' level of negative emotions compared to KR and increased students' task-related perceived usefulness compared to all other groups. Overall, our results suggest that performance feedback is likely to improve students’ affective-motivational state when the feedback confirms a correct response. Moreover, when reporting an error, EF (or KCR messages) were more beneficial to affective-motivational outcomes than simple KR notifications.

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.