The effectiveness of teacher's written feedback on self-efficacy and achievement motivation of students

Document Type : Research Paper

Authors

1 M.A. in Educational Psychology, Semnan University

2 Assistant Professor, SemnanUniversity

3 Assistant Professor, Semnan University

Abstract

The aim of this study was to evaluate the effectiveness of the teacher's written feedback on students' self-efficacy and achievement motivation in an English course. As a quasi-experimental research attempt, the study had a pretest-posttest design with a control group. Therefore, 50 female students were selected by multistage cluster sampling from secondary junior high schools of Mahdishahr city.Then, theywere randomly assigned intoan experimental group (23students) and a control group (27 students). The Sherer general self-efficacy and Hermens achievement motivation questionnaireswere employedto collect the data.These two instruments were used as pretest in both groups. Then, the experimental group received written feedback by an English teacher about 12 sessions, but the control group did not receive this treatment. After completion of the course, the self-efficacy and achievement motivation tests were again given to both groups.The data were analyzed by multivariate analysis. The results showed a significant difference in self-efficacy, foresight, and hardworking components of achievement motivation only in the experimental group.But, the result did not show any significant difference in confidence and perseverance components of achievement motivation.Accordingly, it could be argued that teacher's written feedback could upgrade the performance of students in motivation and self-efficiency fields.

Keywords


ایزدی، مهشید (1386). نگاهی به عوامل مؤثر فردی و اجتماعی در یادگیری و انگیزش یادگیری. تهران: انتشارات سفیر اردهال.
بروکهارت، سوزان ام (1389). ارزشیابی توصیفی یعنی بازخورد مؤثر. ترجمه طاهره رستگار. تهران: وزارت آموزش و پرورش. معاونت پرورشی. موسسه فرهنگی منادی تربیت.
پینتریچ؛ پل و شانک، دیل (1996). انگیزش در تعلیم و تربیت. ترجمه مهرناز شهرآرای (1386). تهران: نشرعلم.
رحیمی، سعید و غباری بناب، باقر (1390). تأثیر مداخله مبتنی بر نظریه گاردنر بر خودکارآمدی عمومی دانش‌آموزان ناشنوای هنرستانی شهر اصفهان، مجله پژوهش‌های علوم شناختی و رفتاری، 1 (1)، 86-73.
سابوته، الهه (1389). بررسی رابطه خود پنداره تحصیلی و انگیزش پیشرفت با پیشرفت تحصیلی، پایان‌نامه‌ی چاپ نشده کارشناسی ارشد، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه سمنان.
سیف، علی اکبر (1380). روان‌شناسی پرورشی. تهران: انتشارات آگاه.
خوش خلق، ایرج (1389). اصول و راهنمای عملی تهیه و ارائه بازخورد‌های توصیفی در کلاس درس. تهران: نشر جوان امروز.
صمدی، معصومه (1387). بررسی تأثیر بازخورد نوشتاری معلم در کلاس درس بر خودکارآمدی و حل مساله ریاضی دانش‌آموزان دختر دوره راهنمائی. مجله اندیشه‌های نوین تربیتی، 4 (4)، 153-137.
علایی خرایم، رقیه؛ نریمانی، محمد و علایی خرایم، سارا ( 1391 ). مقایسه باورهای خودکارآمدی و انگیزه ی پیشرفت در میان دانش‌آموزان با و بدون ناتوانی یادگیری. مجله ی ناتوانی‌های یادگیری، 1(3)، 85-104.
علوی، محمد و کیوان پناه، شیوا (1382). انتظار بازخورد و میزان موفقیت دانش‌آموزان ایرانی در درس زبان انگلیسی. پژوهش زبان‌های خارجی، 8 (14)، 82-67.
گلاور، ان، ای و برونینگ، راجرز (1383). روان‌شناسی تربیتی. ترجمه علی نقی خرازی. تهران: مرکز نشر دانشگاهی.
نریمانی، محمد و وحیدی، زهره (1392). مقایسه‌ی نارسایی هیجانی، باورهای خودکارآمدی و عزت نفس در میان دانش‌آموزان با و بدون ناتوانی یادگیری. مجله ی ناتوانی‌های یادگیری، 3(1)، 91-78.
نریمانی، محمد؛ خشنودنیای چماچائیی، زاهد، عادل و ابوالقاسمی، عباس(1392). نقش درک حمایت معلم در پیش‌بینی خودکارآمدی تحصیلی دانش‌آموزان دارای ناتوانی یادگیری. مجله ی ناتوانی‌های یادگیری، 3(1)، 128-110.
Alaei Kharaem, R., Narimani ,M. & Alaei kharaem, S. (2012). A comparison of self-efficacy beliefs and achievement motivation in students with and without learning disability. Journal of Learning Disabilities, 1 (3), 85-104. (Persian)
Alavi, M., & Keyvanpanah, S. (2004). Feedback perceptiveness and successfulness in students on English course. Journal of Research of Foreign Language, 14, 67-82. (Persian).
Aihua, T., & Xing, L. (2014). Achievement motivation improving and its relationship with personality based on the teaching reform of psychology. International Journal of Education and Research, 2(8), 341-346.
Bandura, A. (1991). Self-efficacy mechanism in human agency. American Psychologist, 37, 122 – 147.
Brokhart, S .M. (2008). How to give effective feedback to your students. Alexandria, VA: Association for Supervision and Curriculum Development.
Brokhart, S. A. (2010). Descriptive evaluation means effective feedback. Translated by Tahereh Rastegar, Tehran; Ministry of education, Monadi education Institute. (Persian).
Brophy, J. E. (1981). Teacher praise: A functional analysis. Journal of Review of Educational Research, 51(1), 5–32.
Butler, R., & Nisan, M (1986). Effects of no feedback, task_related comments, and grades on intrinsik motivation and performane. Journal of Educational Psychology. 78 (3), 210-216.
Carless, D. Salter, D., Yang, M., & Lam, J  .(2011). Developing sustainable feedback practices. Journal of Studies in Higher Education, 36 (4), 395-407. 
Cameron, J., & Pierce, W. D. (1994). Reinforcement reward and intrinsic motivation: A meta-analysis. Journal of Review of Educational Research, 64, 363-423.
Ezadi, M. (2007). Looking at personal and social factors on learning and learning motivation. Tehran: Safeer Ardehl Publishers. (Persian).     
Glaver, N. A., Brooning, R. (2005). Educational psychology. Translated by Ali Nghi Khsarazi, Tehran. University Center Publisher. (Persian).
Hattie, J., & Timperley, H. (2007).The power of feedback. Journal of Review of education Research, 77, 81 -112.
Hermans, G. M. (1970). A Questionnaire of measure of achievement motivation. Journal of Applied Psychology, 54(4), 35-54.
Joanne, C. Y., & Chan, S. L. (2010). Effects of different evaluative feedback on students’ self-efficacy in learning, Journal of Instructional Science, 38, (1), 37-58.
John, L,. Nietfeld,   L., & Jason, W. O. (2006). The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy. Journal of Metacognition and Learning, 1(2), 159-179.
Kit, T., & Salili, F. (1996). Motivation effects of teachers ability versus effort feedback on Chinese students learning. Journal of Social Psychology of Education, 1, 69 – 85.
Khoshkholgh, E. (2010). The principal and guidance of providing description feedback at the classroom. Tehran: Javan Publisher. (Persian).
Lillian, K.Y. (2012). A Study of the Attitude, Self-efficacy, Effort and Academic Achievement of City U Students towards Research Methods and Statistics. Journal of Discovery Student, 1, 154-182.
Narimani, M., Khoshnoodnia Chomachaei, B., Zahed, A. & Abolghasemi, A. (2013). The role of perceived teacher support in predicting academic self-efficacy in students with learning disabilities. Journal of Learning Disabilities, 3 (1), 110-128. (Persian)
Narimani, M. & Vahidi, Z. (2014). A comparison of alexithymia, self-efficacy and self-esteem in students with and without learning disability. Journal of Learning Disabilities, 3 (1), 78-91. (Persian).
Pass, F. R. A., & Sweller, J. (2003). Cognitive load theory and instructional design: Recent developments. Journal of Educational Technology Research and development, 40 (4), 27-36.
Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J. & Thoma, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Journal of Learning and Instruction, 29, 115-124.
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance, Journal of educational psychology, 82 (1), 33-40.
Pintrich, P. R., & Shunk, D. (1996). Motivation in education. Translated by Mehrnaz Shahraray (1386), Tehran: Elm Publishers. (Persian).
Rahimi, S., & Ghobari, BB. (2011). The effectiveness of Gardner theory on deaf students self-efficiency in Esfehan city. The conference of child and adolescence cognitive, PP: 1-20. (Persian).
Sabooteh, E. (2010). The study of academic self-concept and achievement motivation with academic achievement. Unpublished Master thesis. Psychology and Education College, Semnan University. )Persian).
Samadi, M. (2009). The effectiveness of teacher writing feedback at the classroom on math problem solving in students. Journal of New Thinking's in Education, 4, 137-153. (Persian).
Seif, A. A. (2001). Educational psychology. Tehran: Agah Publisher. (Persian).
Schunk, H., & Carol, A. M. (2012). Self- efficacy as an Engaged Learner. Handbook of Research Engagement. Springer Science Business Media.
Schunk, D. H. (2000). Learning theories: An educational perspective. Boston: Allyn & Bacon.
Schunk, D. H., & Rice, J. M. (1986). Extended attritional feedback: Sequence effects during remedial reading instruction. Journal of Early Adolescence, 6, 55 – 66.
Schunk, H., & Swartz, W. (1993). Writing strategy instruction with gifted students: Effects of goals and feedback on self-efficacy and skills. Journal of Roper Review, 15 (4), 225-230.
Sherer, M., & Maddus, J. (1982).The self-efficacy scale construction and validation psychological. Journal of Psychology, 51, 671-663.
Siewert, L. (2011). The Effects of Written Teacher Feedback on the Academic Achievement of Fifth-Grade Students With Learning Challenges Preventing School Failure: Alternative Education for Children and Youth. 55(1), 17-27.
Spalding, C. L. (2002). Motivation at the classroom. Translated by Mohammadreza Naeeinyan and Esmaeil Biyabangard, Tehran: School Publishers. (Persian).
Sweller, J. (1990). Cognitive processes and instruction procedures. Australian Journal of Education, 34 (2), 125–130.
Wendy, A., & Fisk, A. D. (2006). Importance and Interaction of Feedback Variables: A Model for Effective, Dynamic Feedback. School of Psychology - Human Factors and Aging Laboratory.
Zahourik, J. A. (1987). Reacting. In. M.G Dunkin (ed). International encyclopedia of teaching and teacher education. (416-423), Oxford, Pergamum press.
Zheng, B., Lawrence, G., Warschauer, M., & Lin, C. h. (2015). Middle School Students’ Writing and Feedback in a Cloud-Based Classroom Environment. Journal of Technology, Knowledge and Learning, 20 (2), 201-229.