Written feedback in mathematics: Mediated by students' perception,moderated by goal orientation |
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| Affiliation: | 1. German Institute for International Educational Research, Center for Research on Educational Quality and Evaluation, Schloßstraße 29, D-60486 Frankfurt am Main, Germany;2. The University of Kassel, Department of Mathematics and Science, Institute of Mathematics, Heinrich-Plett-Straße 40, D-34132 Kassel, Germany;1. Department of Educational Research, University of Bamberg, 96045 Bamberg, Germany;2. Institute of Psychology, University of Education Heidelberg, 69120 Heidelberg, Germany;1. Center for Learning Science and Creative Talent Development, Department of Education, Seoul National University, Gwanak-Ro 1, Gwanak-Gu, Seoul 08826, Republic of Korea;2. Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI 48824, USA;3. Department of Educational Psychology, The University of Texas at Austin, 1912 Speedway, Stop D5800, Austin, TX 78712, USA;1. University of Münster, Department of Mathematics, Fliednerstraße 21, D-48149 Münster, Germany;2. German Institute for International Educational Research, Center for Research on Educational Quality and Evaluation, Schloßstraße 29, D-60486 Frankfurt am Main, Germany;1. Department of Research Methodology, Measurement and Data Analysis, Faculty of Behavioral Science, Management and Social Sciences, University of Twente, 7500 AE, Enschede, The Netherlands;2. ELAN, Institute for Teacher Professionalization and School Development, Faculty of Behavioral, Management and Social Sciences, University of Twente, 7500 AE, Enschede, The Netherlands;1. Pädagogische Hochschule Schwäbisch Gmünd (University of Education Schwäbisch Gmünd), Institut für Erziehungswissenschaft (Institute of Education Research), Oberbettringerstraße 200, 73525 Schwäbisch Gmünd, Germany;2. Universität Erlangen-Nürnberg (University of Erlangen-Nürnberg), Lehrstuhl für Schulpädagogik (Institute of School Pedagogy), Regensburger Straße 160, 90478 Nürnberg, Germany;3. Pädagogische Hochschule Heidelberg (University of Education Heidelberg), Institut für Naturwissenschaften/Didaktik der Biologie (Institute of Science Education), Im Neuen Feld 561-2, 69198 Heidelberg, Germany |
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| Abstract: | Although feedback is a popular topic in educational research, the question of how and on what conditions feedback in mathematics affects learning seldom has been addressed. In this study, we investigated: (1) whether process-oriented feedback in mathematics leads to greater interest and higher achievement development compared to social-comparative feedback; (2) whether students' perception of feedback with regard to usefulness and competence support mediates these effects; and (3) whether the impact of feedback is moderated by students' mastery approach goal orientation. To answer these research questions, 146 ninth-grade intermediate school students in Germany were randomly assigned to both feedback conditions. Results of path analyses revealed (1) no significant total feedback effects on interest and achievement development, but (2) indirect effects on the development of interest via perceived competence support and usefulness, and on achievement development via perceived usefulness, as well as (3) a moderation effect of mastery approach goal orientation on the impact of feedback on perceived usefulness. |
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| Keywords: | Feedback Perceived usefulness Perceived competence Mastery approach goal orientation Mathematics |
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