-
1
-
-
85070797209
-
Student engagement with feedback and attainment: the role of academic self-efficacy
-
* Adams, A.-M., Wilson, H., Money, J., Palmer-Conn, S., & Fearn, J. (2020). Student engagement with feedback and attainment: the role of academic self-efficacy. Assessment & Evaluation in Higher Education, 45 (2), 317–329. https://doi.org/10.1080/02602938.2019.1640184
-
(2020)
Assessment & Evaluation in Higher Education
, vol.45
, Issue.2
, pp. 317-329
-
-
Adams, A.-M.1
Wilson, H.2
Money, J.3
Palmer-Conn, S.4
Fearn, J.5
-
2
-
-
44949274046
-
The theory of planned behavior
-
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50 (2), 179–211. https://doi.org/10.1016/0749-5978(91)90020-T
-
(1991)
Organizational Behavior and Human Decision Processes
, vol.50
, Issue.2
, pp. 179-211
-
-
Ajzen, I.1
-
4
-
-
0000946883
-
Attitudes
-
Murchison C., (ed), Clark University Press,. (Ed
-
Allport, G. W. (1935). Attitudes. In C. Murchison (Ed.), A Handbook of Social Psychology (pp. 798–844). Clark University Press.
-
(1935)
A Handbook of Social Psychology
, pp. 798-844
-
-
Allport, G.W.1
-
5
-
-
85009126685
-
To seek or not to seek: Is that the only question? Recent developments in feedback-seeking literature
-
Ashford, S. J., Stobbeleir, K. D., & Nujella, M. (2016). To seek or not to seek: Is that the only question? Recent developments in feedback-seeking literature. Annual Review of Organizational Psychology and Organizational Behavior, 3 (1), 213–239. https://doi.org/10.1146/annurev-orgpsych-041015-062314
-
(2016)
Annual Review of Organizational Psychology and Organizational Behavior
, vol.3
, Issue.1
, pp. 213-239
-
-
Ashford, S.J.1
Stobbeleir, K.D.2
Nujella, M.3
-
7
-
-
17044381794
-
Self-regulation in the classroom: A perspective on assessment and intervention
-
Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54 (2), 199–231. https://doi.org/10.1111/j.1464-0597.2005.00205.x
-
(2005)
Applied Psychology
, vol.54
, Issue.2
, pp. 199-231
-
-
Boekaerts, M.1
Corno, L.2
-
9
-
-
5644269210
-
The concept of validity
-
Borsboom, D., Mellenbergh, G. J., & van Heerden, J. (2004). The concept of validity. Psychological Review, 111 (4), 1061–1071. https://doi.org/10.1037/0033-295X.111.4.1061
-
(2004)
Psychological Review
, vol.111
, Issue.4
, pp. 1061-1071
-
-
Borsboom, D.1
Mellenbergh, G.J.2
van Heerden, J.3
-
10
-
-
84937915425
-
Using multi-group confirmatory factor analysis to evaluate cross-cultural research: Identifying and understanding non-invariance
-
Brown, G. T. L., Harris, L. R., O'Quin, C., & Lane, K. E. (2017). Using multi-group confirmatory factor analysis to evaluate cross-cultural research: Identifying and understanding non-invariance. International Journal of Research & Method in Education, 40 (1), 66–90. https://doi.org/10.1080/1743727X.2015.1070823
-
(2017)
International Journal of Research & Method in Education
, vol.40
, Issue.1
, pp. 66-90
-
-
Brown, G.T.L.1
Harris, L.R.2
O'Quin, C.3
Lane, K.E.4
-
11
-
-
84899737696
-
Beliefs that make a difference: Adaptive and maladaptive self-regulation in students’ conceptions of assessment
-
McInerney D.M., Brown G.T.L., Liem G.A.D., (eds), Information Age Publishing, &,. (Eds
-
Brown, G. T. L., Peterson, E. R., & Irving, S. E. (2009). Beliefs that make a difference: Adaptive and maladaptive self-regulation in students’ conceptions of assessment. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 159–186). Information Age Publishing.
-
(2009)
Student perspectives on assessment: What students can tell us about assessment for learning
, pp. 159-186
-
-
Brown, G.T.L.1
Peterson, E.R.2
Irving, S.E.3
-
12
-
-
85000416115
-
Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement
-
* Brown, G. T. L., Peterson, E. R., & Yao, E. S. (2016). Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement. The British Journal of Educational Psychology, 86 (4), 606–629. https://doi.org/10.1111/bjep.12126
-
(2016)
The British Journal of Educational Psychology
, vol.86
, Issue.4
, pp. 606-629
-
-
Brown, G.T.L.1
Peterson, E.R.2
Yao, E.S.3
-
13
-
-
85159593641
-
Response option design in surveys
-
Ford L.R., Scandura T.A., (eds), Sage, &,. (Eds
-
Brown, G. T. L., & Shulruf, B. (2023). Response option design in surveys. In L. R. Ford & T. A. Scandura (Eds.), The SAGE Handbook of Survey Development and Application. Sage.
-
(2023)
The SAGE Handbook of Survey Development and Application
-
-
Brown, G.T.L.1
Shulruf, B.2
-
14
-
-
0001814845
-
Principal-components analysis and exploratory and confirmatory factor analysis
-
In L. G. Grimm & P. R. Yarnold (Eds.),
-
Bryant, F. B., & Yarnold, P. R. (1995). Principal-components analysis and exploratory and confirmatory factor analysis. In L. G. Grimm & P. R. Yarnold (Eds.), Reading and understanding multivariate statistics (pp. 99–136). APA.
-
(1995)
Reading and Understanding Multivariate Statistics
, pp. 99-136
-
-
Bryant, F.B.1
Yarnold, P.R.2
-
15
-
-
84970331366
-
Feedback and self-regulated learning: A theoretical synthesis
-
Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65 (3), 245–281. https://doi.org/10.3102/00346543065003245
-
(1995)
Review of Educational Research
, vol.65
, Issue.3
, pp. 245-281
-
-
Butler, D.L.1
Winne, P.H.2
-
16
-
-
34147168651
-
Testing for the equivalence of factor covariance and mean structures–the issue of partial measurement invariance
-
Byrne, B. M., Shavelson, R. J., & Muthén, B. (1989). Testing for the equivalence of factor covariance and mean structures–the issue of partial measurement invariance. Psychological Bulletin, 105 (3), 456–466. https://doi.org/10.1037/0033-2909.105.3.456
-
(1989)
Psychological Bulletin
, vol.105
, Issue.3
, pp. 456-466
-
-
Byrne, B.M.1
Shavelson, R.J.2
Muthén, B.3
-
17
-
-
33751224822
-
Convergent and discriminant validation by the multi-trait multi-method matrix
-
Campbell, D. T., & Fiske, D. W. (1959). Convergent and discriminant validation by the multi-trait multi-method matrix. Psychological Bulletin, 56 (2), 81–105. https://doi.org/10.1037/h0046016
-
(1959)
Psychological Bulletin
, vol.56
, Issue.2
, pp. 81-105
-
-
Campbell, D.T.1
Fiske, D.W.2
-
18
-
-
85168631807
-
On students’ (Mis)judgments of learning and teaching effectiveness
-
Carpenter, S. K., Witherby, A. E., & Tauber, S. K. (2020). On students’ (Mis)judgments of learning and teaching effectiveness. Journal of Applied Research in Memory and Cognition, 9 (2), 137–151. https://doi.org/10.1016/j.jarmac.2019.12.009
-
(2020)
Journal of Applied Research in Memory and Cognition
, vol.9
, Issue.2
, pp. 137-151
-
-
Carpenter, S.K.1
Witherby, A.E.2
Tauber, S.K.3
-
21
-
-
58149428410
-
The effect of knowledge of results on maze learning and retention
-
Crafts, L. W., & Gilbert, R. W. (1935). The effect of knowledge of results on maze learning and retention. Journal of Educational Psychology, 26 (3), 177–187. https://doi.org/10.1037/h0061908
-
(1935)
Journal of Educational Psychology
, vol.26
, Issue.3
, pp. 177-187
-
-
Crafts, L.W.1
Gilbert, R.W.2
-
22
-
-
85079739842
-
Five perspectives on the validity argument
-
Wainer H., Braun H., (eds), Lawrence Erlbaum,. (Eds
-
Cronbach, L. J. (1988). Five perspectives on the validity argument. In H. Wainer & H. Braun (Eds.), Test validity (pp. 3–17). Lawrence Erlbaum.
-
(1988)
Test validity
, pp. 3-17
-
-
Cronbach, L.J.1
-
24
-
-
80052098832
-
Self-regulation of creativity at work: The role of feedback-seeking behavior in creative performance
-
De Stobbeleir, K. E. M., Ashford, S. J., & Buyens, D. (2011). Self-regulation of creativity at work: The role of feedback-seeking behavior in creative performance. Academy of Management Journal, 54 (4), 811–831. https://doi.org/10.5465/amj.2011.64870144
-
(2011)
Academy of Management Journal
, vol.54
, Issue.4
, pp. 811-831
-
-
De Stobbeleir, K.E.M.1
Ashford, S.J.2
Buyens, D.3
-
25
-
-
84877138276
-
Understanding and using factor scores: Considerations for the applied researcher
-
DiStefano, C., Zhu, M., & Mîndrilă, D. (2009). Understanding and using factor scores: Considerations for the applied researcher. Practical Assessment, Research & Evaluation, 14 (20), 1–11. https://doi.org/10.7275/da8t-4g52
-
(2009)
Practical Assessment, Research & Evaluation
, vol.14
, Issue.20
, pp. 1-11
-
-
DiStefano, C.1
Zhu, M.2
Mîndrilă, D.3
-
26
-
-
24144492707
-
Flawed self-assessment: Implications for health, education, and the workplace
-
Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment: Implications for health, education, and the workplace. Psychological Science in the Public Interest, 5 (3), 69–106. https://doi.org/10.1111/j.1529-1006.2004.00018.x
-
(2004)
Psychological Science in the Public Interest
, vol.5
, Issue.3
, pp. 69-106
-
-
Dunning, D.1
Heath, C.2
Suls, J.M.3
-
28
-
-
85079791228
-
Unbiased, reliable, and valid student evaluations can still be unfair
-
Esarey, J., & Valdes, N. (2020). Unbiased, reliable, and valid student evaluations can still be unfair. Assessment & Evaluation in Higher Education, 45 (8), 1106–1120. https://doi.org/10.1080/02602938.2020.1724875
-
(2020)
Assessment & Evaluation in Higher Education
, vol.45
, Issue.8
, pp. 1106-1120
-
-
Esarey, J.1
Valdes, N.2
-
29
-
-
43249155303
-
An exploratory study about inaccuracy and invalidity in adolescent self-report surveys
-
Fan, X., Miller, B. C., Park, K.-E., Winward, B. W., Christensen, M., Grotevant, H. D., & Tai, R. H. (2006). An exploratory study about inaccuracy and invalidity in adolescent self-report surveys. Field Methods, 18 (3), 223–244. https://doi.org/10.1177/152822X06289161
-
(2006)
Field Methods
, vol.18
, Issue.3
, pp. 223-244
-
-
Fan, X.1
Miller, B.C.2
Park, K.-E.3
Winward, B.W.4
Christensen, M.5
Grotevant, H.D.6
Tai, R.H.7
-
30
-
-
85101454244
-
The effect of students’ conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan
-
Fatima, S., Ali, M., & Saad, M. I. (2022). The effect of students’ conceptions of feedback on academic self-efficacy and self-regulation: evidence from higher education in Pakistan. Journal of Applied Research in Higher Education, 14 (1), 180–199. https://doi.org/10.1108/JARHE-07-2020-0209
-
(2022)
Journal of Applied Research in Higher Education
, vol.14
, Issue.1
, pp. 180-199
-
-
Fatima, S.1
Ali, M.2
Saad, M.I.3
-
31
-
-
85145507931
-
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research
-
Fong, C. J., & Schallert, D. L. (2023). “Feedback to the future”: Advancing motivational and emotional perspectives in feedback research. Educational Psychologist, 1–16. https://doi.org/10.1080/00461520.2022.2134135
-
(2023)
Educational Psychologist
, pp. 1-16
-
-
Fong, C.J.1
Schallert, D.L.2
-
32
-
-
85134649266
-
Measurement schmeasurement: Questionable measurement practices and how to avoid them
-
Flake, J. K., & Fried, E. I. (2020). Measurement schmeasurement: Questionable measurement practices and how to avoid them. Advances in Methods and Practices in Psychological Science, 3 (4), 456–465. https://doi.org/10.1177/2515245920952393
-
(2020)
Advances in Methods and Practices in Psychological Science
, vol.3
, Issue.4
, pp. 456-465
-
-
Flake, J.K.1
Fried, E.I.2
-
34
-
-
85085107487
-
Grade-level differences in teacher feedback and students’ self-regulated learning
-
Guo, W. (2020). Grade-level differences in teacher feedback and students’ self-regulated learning. Frontiers in Psychology, 11, 783. https://doi.org/10.3389/fpsyg.2020.00783
-
(2020)
Frontiers in Psychology
, vol.11
, pp. 783
-
-
Guo, W.1
-
35
-
-
78649331940
-
Mixing interview and questionnaire methods: Practical problems in aligning data
-
Harris, L. R., & Brown, G. T. L. (2010). Mixing interview and questionnaire methods: Practical problems in aligning data. Practical Assessment, Research and Evaluation, 15 (1), 2. https://doi.org/10.7275/959j-ky83
-
(2010)
Practical Assessment, Research and Evaluation
, vol.15
, Issue.1
, pp. 2
-
-
Harris, L.R.1
Brown, G.T.L.2
-
37
-
-
85042499834
-
Not playing the game: student assessment resistance as a form of agency
-
Harris, L. R., Brown, G. T. L., & Dargusch, J. (2018). Not playing the game: student assessment resistance as a form of agency. The Australian Educational Researcher, 45 (1), 125–140. https://doi.org/10.1007/s13384-018-0264-0
-
(2018)
The Australian Educational Researcher
, vol.45
, Issue.1
, pp. 125-140
-
-
Harris, L.R.1
Brown, G.T.L.2
Dargusch, J.3
-
38
-
-
33947423406
-
The power of feedback
-
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77 (1), 81–112. https://doi.org/10.3102/003465430298487
-
(2007)
Review of Educational Research
, vol.77
, Issue.1
, pp. 81-112
-
-
Hattie, J.1
Timperley, H.2
-
39
-
-
85084810788
-
Theories of motivation: Integration and ways forward
-
Hattie, J., Hodis, F. A., & Kang, S. H. K. (2020). Theories of motivation: Integration and ways forward. Contemporary Educational Psychology, 61, 101865. https://doi.org/10.1016/j.cedpsych.2020.101865
-
(2020)
Contemporary Educational Psychology
, vol.61
, pp. 101865
-
-
Hattie, J.1
Hodis, F.A.2
Kang, S.H.K.3
-
40
-
-
77954561891
-
The weirdest people in the world?
-
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? The Behavioral and Brain Sciences, 33 (2–3), 61–135. https://doi.org/10.1017/S0140525X0999152X
-
(2010)
The Behavioral and Brain Sciences
, vol.33
, Issue.2-3
, pp. 61-135
-
-
Henrich, J.1
Heine, S.J.2
Norenzayan, A.3
-
41
-
-
85100471480
-
Feedback and self-regulated learning in higher education
-
Hernández Rivero, V. M., Bonilla, P. J. S., & Alonso, J. J. S. (2021). Feedback and self-regulated learning in higher education. Revista de Investigación Educativa, 39 (1), 227–248. https://doi.org/10.6018/rie.423341
-
(2021)
Revista de Investigación Educativa
, vol.39
, Issue.1
, pp. 227-248
-
-
Hernández Rivero, V.M.1
Bonilla, P.J.S.2
Alonso, J.J.S.3
-
42
-
-
84964789140
-
Establishing an information avoidance scale
-
* Howell, J. L., & Shepperd, J. A. (2016). Establishing an information avoidance scale. Psychological Assessment, 28 (12), 1695–1708. https://doi.org/10.1037/pas0000315
-
(2016)
Psychological Assessment
, vol.28
, Issue.12
, pp. 1695-1708
-
-
Howell, J.L.1
Shepperd, J.A.2
-
43
-
-
85159572083
-
-
The ITC, guidelines for translating and adapting tests
-
International Test Commission. (2017). The ITC guidelines for translating and adapting tests. https://tinyurl.com/t6z2v42n
-
(2017)
-
-
-
44
-
-
84863881169
-
Student Conceptions of Feedback: A study of New Zealand secondary students
-
Budapest, Hungary
-
Irving, S. E., Peterson, E. R., & Brown, G. T. L. (2007). Student Conceptions of Feedback: A study of New Zealand secondary students. Paper Presented to the Biennial Conference of the European Association for Research in Learning and Instruction, Budapest, Hungary.
-
(2007)
Paper Presented to the Biennial Conference of the European Association for Research in Learning and Instruction
-
-
Irving, S.E.1
Peterson, E.R.2
Brown, G.T.L.3
-
45
-
-
85092054660
-
The development and validation of the feedback in learning scale (FLS)
-
* Jellicoe, M., & Forsythe, A. (2019). The development and validation of the feedback in learning scale (FLS). Frontiers in Education, 4, 84. https://doi.org/10.3389/feduc.2019.00084
-
(2019)
Frontiers in Education
, vol.4
, pp. 84
-
-
Jellicoe, M.1
Forsythe, A.2
-
46
-
-
67649305205
-
A history and overview of psychometrics
-
Rao C.R., Sinharay S., (eds), Elsevier, &,. (Eds
-
Jones, L. V., & Thissen, D. (2006). A history and overview of psychometrics. In C. R. Rao & S. Sinharay (Eds.), Handbook of statistics (Vol. 26, pp. 1–27). Elsevier.
-
(2006)
Handbook of statistics
, vol.26
, pp. 1-27
-
-
Jones, L.V.1
Thissen, D.2
-
47
-
-
0000270024
-
Estimation of a model with multiple indicators and multiple causes of a single latent variable
-
Jöreskog, K. G., & Goldberger, A. S. (1975). Estimation of a model with multiple indicators and multiple causes of a single latent variable. Journal of the American Statistical Association, 70 (351a), 631–639. https://doi.org/10.1080/01621459.1975.10482485
-
(1975)
Journal of the American Statistical Association
, vol.70
, Issue.351a
, pp. 631-639
-
-
Jöreskog, K.G.1
Goldberger, A.S.2
-
49
-
-
85082413329
-
What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy
-
Joughin, G., Boud, D., Dawson, P., & Tai, J. (2021). What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy. Assessment & Evaluation in Higher Education, 46 (1), 80–91. https://doi.org/10.1080/02602938.2020.1733491
-
(2021)
Assessment & Evaluation in Higher Education
, vol.46
, Issue.1
, pp. 80-91
-
-
Joughin, G.1
Boud, D.2
Dawson, P.3
Tai, J.4
-
51
-
-
34548604871
-
Cognitive processing of self-report items in educational research: Do they think what we mean?
-
Karabenick, S. A., Woolley, M. E., Friedel, J. M., Ammon, B. V., Blazevski, J., Bonney, C. R., Groot, E. D., Gilbert, M. C., Musu, L., Kempler, T. M., & Kelly, K. L. (2007). Cognitive processing of self-report items in educational research: Do they think what we mean? Educational Psychologist, 42 (3), 139–151. https://doi.org/10.1080/00461520701416231
-
(2007)
Educational Psychologist
, vol.42
, Issue.3
, pp. 139-151
-
-
Karabenick, S.A.1
Woolley, M.E.2
Friedel, J.M.3
Ammon, B.V.4
Blazevski, J.5
Bonney, C.R.6
Groot, E.D.7
Gilbert, M.C.8
Musu, L.9
Kempler, T.M.10
Kelly, K.L.11
-
52
-
-
77953687755
-
Comparison of brain activation during norm-referenced versus criterion-referenced feedback: The role of perceived competence and performance-approach goals
-
&, (,).,., (,)., https://.org/10.1016/j.cedpsych.2010.04.002
-
Kim, S.-I., Lee, M.-J., Chung, Y., & Bong, M. (2010). Comparison of brain activation during norm-referenced versus criterion-referenced feedback: The role of perceived competence and performance-approach goals. Contemporary Educational Psychology, 35 (2), 141–152. https://doi.org/10.1016/j.cedpsych.2010.04.002
-
(2010)
Contemporary Educational Psychology
, vol.35
, Issue.2
, pp. 141-152
-
-
Kim, S.-I.1
Lee, M.-J.2
Chung, Y.3
Bong, M.4
-
53
-
-
70449589658
-
The instructional feedback orientation scale: Conceptualizing and validating a new measure for assessing perceptions of instructional feedback
-
* King, P. E., Schrodt, P., & Weisel, J. J. (2009). The instructional feedback orientation scale: Conceptualizing and validating a new measure for assessing perceptions of instructional feedback. Communication Education, 58 (2), 235–261. https://doi.org/10.1080/03634520802515705
-
(2009)
Communication Education
, vol.58
, Issue.2
, pp. 235-261
-
-
King, P.E.1
Schrodt, P.2
Weisel, J.J.3
-
54
-
-
85159566479
-
Why independent learning is not a good way to become an independent learner
-
Kirschner P.A., Hendrick C., (eds), Routledge, &,. (Eds
-
Kirschner, P. A., & Hendrick, C. (2020). Why independent learning is not a good way to become an independent learner. In P. A. Kirschner & C. Hendrick (Eds.), How learning happens: Seminal works in educational psychology and what they mean in practice (pp. 66–73). Routledge.
-
(2020)
How learning happens: Seminal works in educational psychology and what they mean in practice
, pp. 66-73
-
-
Kirschner, P.A.1
Hendrick, C.2
-
55
-
-
85047503441
-
The German feedback socialization inventory
-
* König, N., & Puca, R. M. (2019). The German feedback socialization inventory. European Journal of Psychological Assessment, 35 (4), 544–554. https://doi.org/10.1027/1015-5759/a000409
-
(2019)
European Journal of Psychological Assessment
, vol.35
, Issue.4
, pp. 544-554
-
-
König, N.1
Puca, R.M.2
-
57
-
-
85063214341
-
Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania
-
* Kyaruzi, F., Strijbos, J. W., Ufer, S., & Brown, G. T. L. (2019). Students’ formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania. Assessment in Education: Principles, Policy and Practice, 26 (3), 278–302. https://doi.org/10.1080/0969594X.2019.1593103
-
(2019)
Assessment in Education: Principles, Policy and Practice
, vol.26
, Issue.3
, pp. 278-302
-
-
Kyaruzi, F.1
Strijbos, J.W.2
Ufer, S.3
Brown, G.T.L.4
-
58
-
-
15944401437
-
Quantifying quality: The importance of student feedback
-
Leckey, J., & Neill, N. (2001). Quantifying quality: The importance of student feedback. Quality in Higher Education, 7 (1), 19–32. https://doi.org/10.1080/13538320120045058
-
(2001)
Quality in Higher Education
, vol.7
, Issue.1
, pp. 19-32
-
-
Leckey, J.1
Neill, N.2
-
59
-
-
77957685906
-
The development and validation of the feedback orientation scale (FOS)
-
* Linderbaum, B. A., & Levy, P. E. (2010). The development and validation of the feedback orientation scale (FOS). Journal of Management, 36 (6), 1372–1405. https://doi.org/10.1177/0149206310373145
-
(2010)
Journal of Management
, vol.36
, Issue.6
, pp. 1372-1405
-
-
Linderbaum, B.A.1
Levy, P.E.2
-
60
-
-
84950252772
-
Replication in psychological science
-
Lindsay, D. S. (2015). Replication in psychological science. Psychological Science, 26 (12), 1827–1832. https://doi.org/10.1177/0956797615616374
-
(2015)
Psychological Science
, vol.26
, Issue.12
, pp. 1827-1832
-
-
Lindsay, D.S.1
-
61
-
-
85121527573
-
A review of feedback models and theories: Descriptions, definitions, and conclusions
-
Lipnevich, A. A., & Panadero, E. (2021). A review of feedback models and theories: Descriptions, definitions, and conclusions. Frontiers in Education, 6, 100416. https://doi.org/10.3389/feduc.2021.720195
-
(2021)
Frontiers in Education
, vol.6
, pp. 100416
-
-
Lipnevich, A.A.1
Panadero, E.2
-
62
-
-
85042499119
-
Toward a model of student response to feedback
-
Brown G.T.L., Harris L.R., (eds), Routledge, &,. (Eds
-
Lipnevich, A. A., Berg, D. A. G., & Smith, J. K. (2016). Toward a model of student response to feedback. In G. T. L. Brown & L. R. Harris (Eds.), The handbook of human and social conditions in assessment (pp. 169–185). Routledge.
-
(2016)
The handbook of human and social conditions in assessment
, pp. 169-185
-
-
Lipnevich, A.A.1
Berg, D.A.G.2
Smith, J.K.3
-
63
-
-
85148500277
-
Can students’ feedback literacy be improved? A scoping review of interventions
-
Little, T., Dawson, P., Boud, D., & Tai, J. (2023). Can students’ feedback literacy be improved? A scoping review of interventions. Assessment & Evaluation in Higher Education, 1–14. https://doi.org/10.1080/02602938.2023.2177613
-
(2023)
Assessment & Evaluation in Higher Education
, pp. 1-14
-
-
Little, T.1
Dawson, P.2
Boud, D.3
Tai, J.4
-
64
-
-
85112337645
-
Within-item response processes as indicators of test-taking effort and motivation
-
Lundgren, E., & Eklöf, H. (2020). Within-item response processes as indicators of test-taking effort and motivation. Educational Research and Evaluation, 26 (5–6), 275–301. https://doi.org/10.1080/13803611.2021.1963940
-
(2020)
Educational Research and Evaluation
, vol.26
, Issue.5-6
, pp. 275-301
-
-
Lundgren, E.1
Eklöf, H.2
-
65
-
-
84869074244
-
Replications in psychology research
-
Makel, M. C., Plucker, J. A., & Hegarty, B. (2012). Replications in psychology research. Perspectives on Psychological Science, 7 (6), 537–542. https://doi.org/10.1177/1745691612460688
-
(2012)
Perspectives on Psychological Science
, vol.7
, Issue.6
, pp. 537-542
-
-
Makel, M.C.1
Plucker, J.A.2
Hegarty, B.3
-
66
-
-
42949133106
-
OECD's brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries
-
Marsh, H. W., Hau, K.-T., Artelt, C., Baumert, J., & Peschar, J. L. (2006). OECD's brief self-report measure of educational psychology’s most useful affective constructs: Cross-cultural, psychometric comparisons across 25 countries. International Journal of Testing, 6 (4), 311–360. https://doi.org/10.1207/s15327574ijt0604_1
-
(2006)
International Journal of Testing
, vol.6
, Issue.4
, pp. 311-360
-
-
Marsh, H.W.1
Hau, K.-T.2
Artelt, C.3
Baumert, J.4
Peschar, J.L.5
-
68
-
-
85047268244
-
Thanks coefficient alpha, we’ll take it from here
-
McNeish, D. (2018). Thanks coefficient alpha, we’ll take it from here. Psychological Methods, 23 (3), 412–433. https://doi.org/10.1037/met0000144
-
(2018)
Psychological Methods
, vol.23
, Issue.3
, pp. 412-433
-
-
McNeish, D.1
-
69
-
-
0002353120
-
Validity
-
Linn R.L., (ed), 3rd ed., MacMillan,. (Ed
-
Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103). MacMillan.
-
(1989)
Educational measurement
, pp. 13-103
-
-
Messick, S.1
-
70
-
-
85113277763
-
Electrophysiological underpinnings of reward processing: Are we exploiting the full potential of EEG?
-
Meyer, G. M., Marco-Pallarés, J., Boulinguez, P., & Sescousse, G. (2021). Electrophysiological underpinnings of reward processing: Are we exploiting the full potential of EEG? NeuroImage, 242, 118478. https://doi.org/10.1016/j.neuroimage.2021.118478
-
(2021)
NeuroImage
, vol.242
, pp. 118478
-
-
Meyer, G.M.1
Marco-Pallarés, J.2
Boulinguez, P.3
Sescousse, G.4
-
71
-
-
0001960984
-
A motivated exploration of motivation terminology
-
Murphy, P. K., & Alexander, P. A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25 (1), 3–53. https://doi.org/10.1006/ceps.1999.1019
-
(2000)
Contemporary Educational Psychology
, vol.25
, Issue.1
, pp. 3-53
-
-
Murphy, P.K.1
Alexander, P.A.2
-
72
-
-
33645227268
-
Formative assessment and self-regulated learning: A model and seven principles of good feedback practice
-
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31 (2), 199–218. https://doi.org/10.1080/03075070600572090
-
(2006)
Studies in Higher Education
, vol.31
, Issue.2
, pp. 199-218
-
-
Nicol, D.J.1
Macfarlane-Dick, D.2
-
73
-
-
0002027198
-
Intelligence: Knowns and unknowns
-
Neisser, U., Boodoo, G., Bouchard, T. J., Jr., Boykin, A. W., Brody, N., Ceci, S. J., Halpern, D. E., Loehlin, J. C., Perloff, R., Sternberg, R. J., & Urbina, S. (1996). Intelligence: Knowns and unknowns. American Psychologist, 51 (2), 77–101. https://doi.org/10.1037/0003-066X.51.2.77
-
(1996)
American Psychologist
, vol.51
, Issue.2
, pp. 77-101
-
-
Neisser, U.1
Boodoo, G.2
Bouchard, T.J.3
Boykin, A.W.4
Brody, N.5
Ceci, S.J.6
Halpern, D.E.7
Loehlin, J.C.8
Perloff, R.9
Sternberg, R.J.10
Urbina, S.11
-
74
-
-
85134526248
-
Feedback literacy: a critical review of an emerging concept
-
Nieminen, J. H., & Carless, D. (2022). Feedback literacy: a critical review of an emerging concept. Higher Education, https://doi.org/10.1007/s10734-022-00895-9
-
(2022)
Higher Education
-
-
Nieminen, J.H.1
Carless, D.2
-
75
-
-
85121523169
-
A review of feedback models and typologies: Towards an integrative model of feedback elements
-
Panadero, E., & Lipnevich, A. A. (2022). A review of feedback models and typologies: Towards an integrative model of feedback elements. Educational Research Review, 35, 100416. https://doi.org/10.1016/j.edurev.2021.100416
-
(2022)
Educational Research Review
, vol.35
, pp. 100416
-
-
Panadero, E.1
Lipnevich, A.A.2
-
76
-
-
84873122783
-
Validation of Assessment for Learning Questionnaires for teachers and students
-
Pat-El, R. J., Tillema, H., Segers, M., & Vedder, P. (2013). Validation of Assessment for Learning Questionnaires for teachers and students. The British Journal of Educational Psychology, 83 (Pt 1), 98–113. https://doi.org/10.1111/j.2044-8279.2011.02057.x
-
(2013)
The British Journal of Educational Psychology
, vol.83
, pp. 98-113
-
-
Pat-El, R.J.1
Tillema, H.2
Segers, M.3
Vedder, P.4
-
78
-
-
84982510713
-
On the definition of feedback
-
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28 (1), 4–13. https://doi.org/10.1002/bs.3830280103
-
(1983)
Behavioral Science
, vol.28
, Issue.1
, pp. 4-13
-
-
Ramaprasad, A.1
-
79
-
-
34648874413
-
Instruments for obtaining student feedback: A review of the literature
-
Richardson, J. T. E. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment & Evaluation in Higher Education, 30 (4), 387–415. https://doi.org/10.1080/02602930500099193
-
(2005)
Assessment & Evaluation in Higher Education
, vol.30
, Issue.4
, pp. 387-415
-
-
Richardson, J.T.E.1
-
80
-
-
85067871054
-
Growth mindset and students’ perception of their English Language teachers’ feedback as predictors of language proficiency of the EFL learners
-
*Rui, Y., & Muthukrishnan, P. (2019). Growth mindset and students’ perception of their English Language teachers’ feedback as predictors of language proficiency of the EFL learners. Asian EFL Journal, 23 (3), 32–60. https://www.asian-efl-journal.com/main-editions-new/2019-main-journal/volume-23-issue-3-2-2019/index.htm
-
(2019)
Asian EFL Journal
, vol.23
, Issue.3
, pp. 32-60
-
-
Rui, Y.1
Muthukrishnan, P.2
-
81
-
-
0033091828
-
The seven sins of memory: Insights from psychology and cognitive neuroscience
-
Schacter, D. L. (1999). The seven sins of memory: Insights from psychology and cognitive neuroscience. The American Psychologist, 54 (3), 182–203. https://doi.org/10.1037/0003-066X.54.3.182
-
(1999)
The American Psychologist
, vol.54
, Issue.3
, pp. 182-203
-
-
Schacter, D.L.1
-
82
-
-
26644438575
-
Socioeconomic status and academic achievement: A meta-analytic review of research
-
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75 (3), 417–453. https://doi.org/10.3102/00346543075003417
-
(2005)
Review of Educational Research
, vol.75
, Issue.3
, pp. 417-453
-
-
Sirin, S.R.1
-
84
-
-
1642496804
-
The feedback environment scale: Construct definition, measurement, and validation
-
Steelman, L. A., Levy, P. E., & Snell, A. F. (2004). The feedback environment scale: Construct definition, measurement, and validation. Educational and Psychological Measurement, 64 (1), 165–184. https://doi.org/10.1177/0013164403258440
-
(2004)
Educational and Psychological Measurement
, vol.64
, Issue.1
, pp. 165-184
-
-
Steelman, L.A.1
Levy, P.E.2
Snell, A.F.3
-
85
-
-
0001893233
-
A constant error in psychological ratings
-
Thorndike, E. L. (1920). A constant error in psychological ratings. Journal of Applied Psychology, 4 (1), 25–29. https://doi.org/10.1037/h0071663
-
(1920)
Journal of Applied Psychology
, vol.4
, Issue.1
, pp. 25-29
-
-
Thorndike, E.L.1
-
86
-
-
85089538468
-
Student perceptions of assessment feedback: a critical scoping review and call for research
-
Van der Kleij, F. M., & Lipnevich, A. A. (2021). Student perceptions of assessment feedback: a critical scoping review and call for research. Educational Assessment, Evaluation and Accountability, 33 (2), 345–373. https://doi.org/10.1007/s11092-020-09331-x
-
(2021)
Educational Assessment, Evaluation and Accountability
, vol.33
, Issue.2
, pp. 345-373
-
-
Van der Kleij, F.M.1
Lipnevich, A.A.2
-
88
-
-
85042501437
-
Emotions that matter to achievement: Student feelings about assessment
-
Brown G.T.L., Harris L.R., (eds), Routledge, &,. (Eds
-
Vogl, E., & Pekrun, R. (2016). Emotions that matter to achievement: Student feelings about assessment. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 111–128). Routledge.
-
(2016)
Handbook of human and social conditions in assessment
, pp. 111-128
-
-
Vogl, E.1
Pekrun, R.2
-
90
-
-
80051929612
-
Test-taking effort and score validity: The influence of student conceptions of assessment
-
McInerney D.M., Brown G.T.L., Liem G.A.D., (eds), Information Age Publishing, &,. (Eds
-
Wise, S. L., & Cotten, M. R. (2009). Test-taking effort and score validity: The influence of student conceptions of assessment. In D. M. McInerney, G. T. L. Brown, & G. A. D. Liem (Eds.), Student perspectives on assessment: What students can tell us about assessment for learning (pp. 187–205). Information Age Publishing.
-
(2009)
Student perspectives on assessment: What students can tell us about assessment for learning
, pp. 187-205
-
-
Wise, S.L.1
Cotten, M.R.2
-
91
-
-
85079073205
-
The power of feedback revisited: A meta-analysis of educational feedback research
-
Wisniewski, B., Zierer, K., & Hattie, J. (2019). The power of feedback revisited: A meta-analysis of educational feedback research. Frontiers in Psychology, 10, 3087. https://doi.org/10.3389/fpsyg.2019.03087
-
(2019)
Frontiers in Psychology
, vol.10
, pp. 3087
-
-
Wisniewski, B.1
Zierer, K.2
Hattie, J.3
-
92
-
-
84870938926
-
Decoding the meaning of factorial invariance and updating the practice of multi-group confirmatory factor analysis: A demonstration with TIMSS data
-
Wu, A. D., Li, Z., & Zumbo, B. D. (2007). Decoding the meaning of factorial invariance and updating the practice of multi-group confirmatory factor analysis: A demonstration with TIMSS data. Practical Assessment, Research & Evaluation, 12 (3), 1–26. https://doi.org/10.7275/mhqa-cd89
-
(2007)
Practical Assessment, Research & Evaluation
, vol.12
, Issue.3
, pp. 1-26
-
-
Wu, A.D.1
Li, Z.2
Zumbo, B.D.3
-
93
-
-
84996635661
-
A cyclical self-assessment process: Towards a model of how students engage in self-assessment
-
Yan, Z., & Brown, G. T. L. (2017). A cyclical self-assessment process: Towards a model of how students engage in self-assessment. Assessment & Evaluation in Higher Education, 42 (8), 1247–1262. https://doi.org/10.1080/02602938.2016.1260091
-
(2017)
Assessment & Evaluation in Higher Education
, vol.42
, Issue.8
, pp. 1247-1262
-
-
Yan, Z.1
Brown, G.T.L.2
-
94
-
-
85074019529
-
Student self-assessment: Why do they do it?
-
Yan, Z., Brown, G. T. L., Lee, J. C.-K., & Qiu, X.-L. (2020). Student self-assessment: Why do they do it? Educational Psychology, 40 (4), 509–532. https://doi.org/10.1080/01443410.2019.1672038
-
(2020)
Educational Psychology
, vol.40
, Issue.4
, pp. 509-532
-
-
Yan, Z.1
Brown, G.T.L.2
Lee, J.C.K.3
Qiu, X.-L.4
-
95
-
-
85070338168
-
A national experiment reveals where a growth mindset improves achievement
-
…
-
Yeager, D. S., Hanselman, P., Walton, G. M., Murray, J. S., Crosnoe, R., Muller, C., Tipton, E., Schneider, B., Hulleman, C. S., Hinojosa, C. P., Paunesku, D., Romero, C., Flint, K., Roberts, A., Trott, J., Iachan, R., Buontempo, J., Yang, S. M., Carvalho, C. M., … Dweck, C. S. (2019). A national experiment reveals where a growth mindset improves achievement. Nature, 573 (7774), 364–369. https://doi.org/10.1038/s41586-019-1466-y
-
(2019)
Nature
, vol.573
, Issue.7774
, pp. 364-369
-
-
Yeager, D.S.1
Hanselman, P.2
Walton, G.M.3
Murray, J.S.4
Crosnoe, R.5
Muller, C.6
Tipton, E.7
Schneider, B.8
Hulleman, C.S.9
Hinojosa, C.P.10
Paunesku, D.11
Romero, C.12
Flint, K.13
Roberts, A.14
Trott, J.15
Iachan, R.16
Buontempo, J.17
Yang, S.M.18
Carvalho, C.M.19
Dweck, C.S.20
more..
-
96
-
-
85054537771
-
Predicting primary students’ self-regulated learning by their prior achievement, interest, personal best goal orientation and teacher feedback
-
* Zhu, J., & Mok, M. M. C. (2018). Predicting primary students’ self-regulated learning by their prior achievement, interest, personal best goal orientation and teacher feedback. Educational Psychology, 38 (9), 1106–1128. https://doi.org/10.1080/01443410.2018.1497775
-
(2018)
Educational Psychology
, vol.38
, Issue.9
, pp. 1106-1128
-
-
Zhu, J.1
Mok, M.M.C.2
-
97
-
-
0036018824
-
Becoming a self-regulated learner: An overview
-
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41 (2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
-
(2002)
Theory into Practice
, vol.41
, Issue.2
, pp. 64-70
-
-
Zimmerman, B.J.1
-
98
-
-
78649881740
-
Validity as contextualized and pragmatic explanation, and its implications for validation practice
-
Lissitz R., (ed), Information Age Publishers,. (Ed
-
Zumbo, B. D. (2009). Validity as contextualized and pragmatic explanation, and its implications for validation practice. In R. Lissitz (Ed.), The concept of validity (pp. 65–82). Information Age Publishers.
-
(2009)
The concept of validity
, pp. 65-82
-
-
Zumbo, B.D.1
|