Abstract

The current study investigated the impact of performance feedback on female students’ motivation following a summative classroom assessment in STEM. Seventh through ninth grade students (N = 161) were randomly assigned by their math or science class to one of the following conditions: grades, written comments, grades and comments, and no feedback. Results revealed complex interactions between feedback stage (anticipation vs. receipt) and form. Students in the grades-and-comments condition experienced the most optimal effects (i.e., increased mastery goal orientation and intrinsic motivation) despite a decline in self-efficacy. Students in the comments condition experienced a similar increase in intrinsic motivation. Finally, students in the no feedback condition reported a heightened performance-approach goal orientation when they received assessments with no feedback. Theoretical, methodological, and practical implications are discussed.

摘要

目前的研究调查了在 STEM 中进行总结性课堂评估后，绩效反馈对女学生动机的影响。七至九年级学生（N = 161) 被他们的数学或科学课随机分配到以下条件之一：成绩、书面评论、成绩和评论，以及没有反馈。结果揭示了反馈阶段（预期与接收）和形式之间的复杂相互作用。尽管自我效能感下降，但处于评分和评论条件下的学生经历了最优化的效果（即，提高了掌握目标导向和内在动机）。处于评论状态的学生的内在动机也有类似的增加。最后，无反馈条件下的学生在收到没有反馈的评估时报告了更高的绩效方法目标导向。讨论了理论、方法和实践意义。