Feedback providing improvement strategies and reflection on feedback use: Effects on students' writing motivation, process, and performance

Learning and Instruction

Volumn 22, Issue 3, 2012, Pages 171-184

  Duijnhouwer, Hendrien ^a   Prins, Frans J ^a   Stokking, Karel M ^a  

^a UTRECHT UNIVERSITY   (Netherlands)

Author keywords

Achievement goals; Feedback; Reflection; Self efficacy; Writing

Indexed keywords

EID: 84856577282     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2011.10.003     Document Type: Article

References (80)

1. Afflerbach P., Pearson P.D., Paris S.G. Clarifying differences between reading skills and reading strategies. The Reading Teacher 2008, 61:364-373. 10.1598/RT.61.5.1.
2. Alexander P.A., Graham S., Harris K.R. Aperspective on strategy research: progress and prospects. Educational Psychology Review 1998, 10:129-154. 10.1023/A:1022185502996.
3. Ames C. Classrooms: goals, structures, and student motivation. Journal of Educational Psychology 1992, 84:261-271. 10.1037//0022-0663.84.3.261.
4. Anseel F., Lievens F., Schollaert E. Reflection as a strategy to enhance task performance after feedback. Organizational Behavior and Human Decision Processes 2009, 110:23-35. 10.1016/j.obhdp.2009.05.003.
5. Applebee A.N. Problems in process approaches: toward a reconceptualization of process instruction. The teaching of writing 1986, 95-113. The National Society for the Study of Education, Chicago. A.R. Petrosky, D. Bartholomae (Eds.).
6. Askew S., Lodge C. Gifts, ping-pong and loops - linking feedback and learning. Feedback for learning 2000, 3-17. RoutledgeFalmer, London. S. Askew (Ed.).
7. Bandura A. Self-efficacy: toward a unifying theory of behavioral change. Psychological Review 1977, 84:191-215. 10.1037/0033-295X.84.2.191.
8. Bandura A. Social foundations of thought and action: A social cognitive theory 1986, Prentice-Hall, Englewood Cliffs, NJ.
9. Bandura A. Self-efficacy: The exercise of control 1997, W.H. Freeman and Company, New York.
10. Bangert-Drowns R.L., Kulik C.L.C., Kulik J.A., Morgan M.T. Theinstructional effect of feedback in test-like events. Review of Educational Research 1991, 61:213-238. 10.3102/00346543061002213.
11. Braaksma M.A.H., Rijlaarsdam G., Van den Bergh H., Van Hout-Wolters B.H.A.M. Observational learning and its effects on the orchestration of writing processes. Cognition and Instruction 2004, 22:1-36. 10.1207/s1532690Xci2201_1.
12. Bong M., Skaalvik E.M. Academic self-concept and self-efficacy: how different are they really?. Educational Psychology Review 2003, 15:1-40. 10.1023/A:1021302408382.
13. Brown S. Assessment for learning. Learning and Teaching in Higher Education 2004, 1:81-89.
14. Bruning R., Horn C. Developing motivation to write. Educational Psychologist 2000, 35:25-37. 10.1207/S15326985EP3501_4.
15. Crooks T.J. The impact of classroom evaluation practices on students. Review of Educational Research 1988, 58:438-481. 10.3102/00346543058004438.
16. De La Paz S., Graham S. Explicitly teaching strategies, skills, and knowledge: writing instruction in middle school classrooms. Journal of Educational Psychology 2002, 94:687-698. 10.1037//0022-0663.94.4.687.
17. Duijnhouwer H., Prins F.J., Stokking K.M. Progress feedback effects on students' writing mastery goal, self-efficacy beliefs, and performance. Educational Research and Evaluation 2010, 16:53-74. 10.1080/13803611003711393.
18. Dweck C.S., Leggett E.L. Asocial-cognitive approach to motivation and personality. Psychological Review 1988, 95:256-273. 10.1037//0033-295X.95.2.256.
19. Elliot A.J. Approach and avoidance motivation and achievement goals. Educational Psychologist 1999, 34:169-189. 10.1207/s15326985ep3403_3.
20. Elliot A.J., McGregor H.A. A2×2 achievement goal framework. Journal of Personality and Social Psychology 2001, 80:501-519. 10.1037//0022-3514.80.3.501.
21. Elliot A.J., Thrash T.M. Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review 2001, 13:139-156. 10.1023/A:1009057102306.
22. Elliott E.S., Dweck C.S. Goals: an approach to motivation and achievement. Journal of Personality and Social Psychology 1988, 54:5-12. 10.1037/0022-3514.54.1.5.
23. Fidalgo R., Torrance M., García J.N. The long-term effects of strategy-focussed writing instruction for grade six students. Contemporary Educational Psychology 2008, 33:672-693. 10.1016/j.cedpsych.2007.09.001.
24. Flavell J.H. Metacognitive aspects of problem solving. The nature of intelligence 1976, 231-235. Lawrence Erlbaum Associates, Hillsdale, NJ. L.B. Resnick (Ed.).
25. Fryer J.W., Elliot A.J. Stability and change in achievement goals. Journal of Educational Psychology 2007, 99:700-714. 10.1037/0022-0663.99.4.700.
26. Garcia T., Pintrich P.R. Assessing students' motivation and learning strategies in the classroom context: the Motivated Strategies for Learning Questionnaire. Alternatives in assessment of achievements, learning processes and prior knowledge 1996, 319-339. Kluwer Academic Publishers, Dordrecht. M. Birenbaum, F.J.R.C. Dochy (Eds.).
27. Ge X., Land S.M. Scaffolding students' problem-solving processes in an ill-structured task using question prompts and peer interactions. Educational Technology Research and Development 2003, 51:21-38. 10.1007/BF02504515.
28. Graham S. Strategy instruction and the teaching of writing: a meta-analysis. Handbook of writing research 2006, 187-207. The Guilford Press, New York. C.A. MacArthur, S. Graham, J. Fitzgerald (Eds.).
29. Graham S., Perin D. Ameta-analysis of writing instruction for adolescent students. Journal of Educational Psychology 2007, 99:445-476. 10.1037/0022-0663.99.3.445.
30. Harris K.R., Alexander P., Graham S. Michael Pressley's contributions to the history and future of strategies research. Educational Psychologist 2008, 43:86-96. 10.1080/00461520801942300.
31. Harris K.R., Graham S., Mason L.H. Improving the writing, knowledge, and motivation of struggling young writers: effects of self-regulated strategy development with and without peer support. American Educational Research Journal 2006, 43:295-340. 10.3102/00028312043002295.
32. Hayes J.R. Anew framework for understanding cognition and affect in writing. The science of writing: Theories, methods, individual differences, and applications 1996, 1-27. Lawrence Erlbaum Associates, Mahwah, NJ. C.M. Levy, S. Ransdell (Eds.).
33. Hayes J.R. New directions in writing theory. Handbook of writing research 2006, 28-40. The Guilford Press, New York. C.A. MacArthur, S. Graham, J. Fitzgerald (Eds.).
34. Hayes J.R., Flower L.S. Identifying the organization of writing processes. Cognitive processes in writing 1980, 3-30. Lawrence Erlbaum Associates, Hillsdale, NJ. L.W. Gregg, E.R. Steinberg (Eds.).
35. Hayes A.F., Krippendorff K. Answering the call for a standard reliability measure for coding data. Communication Methods and Measures 2007, 1:77-89. 10.1080/19312450709336664.
36. Ilgen D.R., Fisher C.D., Taylor M.S. Consequences of individual feedback on behavior in organizations. Journal of Applied Psychology 1979, 64:349-371. 10.1037//0021-9010.64.4.349.
37. Jaccard J., Turrisi R., Wan C.K. Interaction effects in multiple regression 1990, Sage Publications Inc, Newbury Park, CA.
38. Judd C.M., Kenny D.A. Process analysis: estimating mediation in treatment evaluations. Evaluation Review 1981, 5:602-619. 10.1177/0193841X8100500502.
39. Kellogg R.T. Amodel of working memory. The science of writing: Theories, methods, individual differences, and applications 1996, 57-71. Lawrence Erlbaum Associates, Mahwah, NJ. C.M. Levy, S. Ransdell (Eds.).
40. Kellogg R.T., Whiteford A.P. Training advanced writing skills: the case for deliberate practice. Educational Psychologist 2009, 44:250-266. 10.1080/00461520903213600.
41. Kieft, M. H. (2006). The effects of adapting writing instruction to students' writing strategies. Unpublished doctoral dissertation. The Netherlands: University of Amsterdam.
42. Kline R.B. Principles and practice of structural equation modeling 2005, The Guilford Press, New York. 2nd ed.
43. Kluger A.N., DeNisi A. The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin 1996, 119:254-284. 10.1037//0033-2909.119.2.254.
44. Kromrey J.D., Foster-Johnson L. Mean centering in moderated multiple regression: much ado about nothing. Educational and Psychological Measurement 1998, 58:42-67. 10.1177/0013164498058001005.
45. Lizzio A., Wilson K. Feedback on assessment: students' perceptions of quality and effectiveness. Assessment and Evaluation in Higher Education 2008, 33:263-275. 10.1080/02602930701292548.
46. McCarthy P., Meier S., Rinderer R. Self-efficacy and writing: a different view of self-evaluation. College Composition and Communication 1985, 36:465-471. 10.2307/357865.
47. Meier S., McCarthy P.R., Schmeck R.R. Validity of self-efficacy as a predictor of writing performance. Cognitive Therapy and Research 1984, 8:107-120. 10.1007/BF01173038.
48. Muis K.R., Edwards O. Examining the stability of achievement goal orientation. Contemporary Educational Psychology 2009, 34:265-277. 10.1016/j.cedpsych.2009.06.003.
49. Murphy P.K., Alexander P.A. A motivated exploration of motivation terminology. Contemporary Educational Psychology 2000, 25:3-53. 10.1006/ceps.1999.1019.
50. Narciss S. The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning. Experimental Psychology 2004, 51:214-228. 10.1027/1618-3169.51.3.214.
51. Narciss S., Huth K. Fostering achievement and motivation with bug-related tutoring feedback in a computer-based training for written subtraction. Learning and Instruction 2006, 16:310-322. 10.1016/j.learninstruc.2006.07.003.
52. Nease A.A., Mudgett B.O., Quiñones M.A. Relationships among feedback sign, self-efficacy, and acceptance of performance feedback. Journal of Applied Psychology 1999, 84:806-814. 10.1037//0021-9010.84.5.806.
53. Nickerson R.S. Confirmation bias: a ubiquitous phenomenon in many guises. Review of General Psychology 1998, 2:175-220. 10.1037//1089-2680.2.2.175.
54. Pintrich P.R. An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology 2000, 25:92-104. 10.1006/ceps.1999.1017.
55. Pintrich P.R., Conley A.M., Kempler T.M. Current issues in achievement goal theory and research. International Journal of Educational Research 2003, 39:319-337. 10.1016/j.ijer.2004.06.002.
56. Pintrich P.R., Smith D.A., Garcia T., McKeachie W.J. Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement 1993, 53:801-813. 10.1177/0013164493053003024.
57. Prins, F. J. (2002). Search and see: The roles of metacognitive skillfulness and intellectual ability during novice inductive learning in a complex computer-simulated environment. Unpublished doctoral dissertation. The Netherlands: University of Leiden.
58. Prins, F. J., & Mainhard, M. T. (2009, August). Fostering student's self-regulation during feedback dialogues in vocational education. Paper presented at the 13th biennial conference of the European Association for Research on Learning and Instruction, Amsterdam, The Netherlands.
59. Rogers R.R. Reflection in higher education: a concept analysis. Innovative Higher Education 2001, 26:37-57. 10.1023/A:1010986404527.
60. Sadler D.R. Formative assessment and the design of instructional systems. Instructional Science 1989, 18:119-144. 10.1007/BF00117714.
61. Sadler D.R. Formative assessment: revisiting the territory. Assessment in Education: Principles, Policy & Practice 1998, 5:77-84. 10.1080/0969595980050104.
62. Salomon G., Globerson T. Skill may not be enough: the role of mindfulness in learning and transfer. International Journal of Educational Research 1987, 11:623-637. 10.1016/0883-0355(87)90006-1.
63. Schunk D.H., Swartz C.W. Goals and progress feedback: effects on self-efficacy and writing achievement. Contemporary Educational Psychology 1993, 18:337-354. 10.1006/ceps.1993.1024.
64. Seibert K.W. Reflection-in-action: tools for cultivating on-the-job learning conditions. Organizational Dynamics 1999, 27(3):54-65. 10.1016/S0090-2616(99)90021-9.
65. Seibert K.W., Daudelin M.W. The role of reflection in managerial learning: Theory, research, and practice 1999, Quorum Books, Westport, CT.
66. Senko C., Harackiewicz J.M. Regulation of achievement goals: the role of competence feedback. Journal of Educational Psychology 2005, 97:320-336. 10.1037/0022-0663.97.3.320.
67. Shell D.F., Murphy C.C., Bruning R.H. Self-efficacy and outcome expectancy mechanisms in reading and writing achievement. Journal of Educational Psychology 1989, 81:91-100. 10.1037//0022-0663.81.1.91.
68. Shute V. Focus on formative feedback. Review of Educational Research 2008, 78:153-189. 10.3102/0034654307313795.
69. Smits M., Sluijsmans D., Jochems W. The effects of a competency-oriented learning environment and tutor feedback on students' reflection skills. Assessment and Evaluation in Higher Education 2009, 34:491-498. 10.1080/02602930802071049.
70. Stern L.A., Solomon A. Effective faculty feedback: the road less traveled. Assessing Writing 2006, 11:22-41. 10.1016/j.asw.2005.12.001.
71. Stokking, K., Van der Schaaf, M., Leenders, F., De Jong, J. (2004 June). Meten van reflectie bij studenten [Measuring students' reflection]. Paper presented at the educational research days, Utrecht, The Netherlands.
72. Straub R. The concept of control in teacher response: defining the varieties of " directive" and " facilitative" commentary. College Composition and Communication 1996, 47:223-251. 10.2307/358794.
73. Straub R. Students' reactions to teacher comments: an exploratory study. Research in the Teaching of English 1997, 31:91-119.
74. Strijbos J.W., Martens R.L., Prins F.J., Jochems W.M.G. Content analysis: what are they talking about?. Computers and Education 2006, 46:29-48. 10.1016/j.compedu.2005.04.002.
75. Van Dinther M., Dochy F., Segers M. Factors affecting students' self-efficacy in higher education. Educational Research Review 2011, 6:95-108. 10.1016/j.edurev.2010.10.003.
76. Veenman M.V.J., Kerseboom L., Imthorn C. Text anxiety and metacognitive skillfulness: availability versus production deficiencies. Anxiety, Stress, and Coping 2000, 13:391-412. 10.1080/10615800008248343.
77. Walker B.J. The cultivation of student self-efficacy in reading and writing. Reading and Writing Quarterly 2003, 19:173-187. 10.1080/10573560308217.
78. Zimmerman B.J., Bandura A. Impact of self-regulatory influences on writing course attainment. American Educational Research Journal 1994, 31:845-862. 10.3102/00028312031004845.
79. Zimmerman B.J., Kitsantas A. Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology 2002, 94:660-668. 10.1037//0022-0663.94.4.660.
80. Zimmerman B.J., Risemberg R. Becoming a self-regulated writer: a social cognitive perspective. Contemporary Educational Psychology 1997, 22:73-101. 10.1006/ceps.1997.0919.