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Direct linkMuis, Krista R.; Ranellucci, John; Franco, Gina M.; Crippen, Kent J. – Journal of Experimental Education, 2013
The authors explored whether manipulating feedback influenced cognition, motivation, and achievement in an undergraduate chemistry course. They measured students' ("N" = 250) achievement goals, test anxiety, self-efficacy, and metacognitive strategy use at the beginning and end of the semester. After completing the first set of…
Descriptors: Goal Orientation, Feedback (Response), Tests, Scores
