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Feedback Effects on Performance, Motivation and Mood: Are They Moderated by the Learner's Self-Concept?
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Baadte, Christiane; Schnotz, Wolfgang – Scandinavian Journal of Educational Research, 2014
This study tested the assumption that the effectiveness of feedback with regard to performance, motivation, and affect is moderated by the learners' self-concept. A total of 72 sixth-graders completed a web-based interactive learning program. Half of the sample received feedback and the other half received no feedback. Differential feedback…
Descriptors: Feedback (Response), Instructional Effectiveness, Learning Motivation, Self Concept