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Direct linkFong, Carlton J.; Schallert, Diane L.; Williams, Kyle M.; Williamson, Zachary H.; Lin, Shengjie; Kim, Young Won; Chen, Ling-Hui – Educational Psychology, 2021
Providing constructive feedback is complex due to the interplay of emotional and motivational processes students experience when receiving such feedback. In the present study, we investigated constitutive elements of what would make feedback perceived to be constructive, and whether students' mastery approach goal orientation and writing…
Descriptors: Undergraduate Students, Student Motivation, Feedback (Response), Mastery Learning
Download full textPamela Shanahan Bazis; Mackenzie Savaiano; Michael Hebert; Derek B. Rodgers; Natalie Koziol – Grantee Submission, 2022
The purpose of this study was to build on the Nebraska study by conducting a national survey of Teachers of Students with Visual Impairments (TSVIs). The survey included questions about teacher preparation, beliefs about their role in supporting writing, the modes they report using with students, and the proportion of writing practices they use…
Descriptors: National Surveys, Writing Instruction, Students with Disabilities, Visual Impairments
Goodman, Sheryl Baratz; Cirka, Carol Cabrey – Journal on Excellence in College Teaching, 2009
The authors investigated changes in self-efficacy in writing and writing apprehension in a sample of first-year college students in an interdisciplinary writing-intensive course taught by faculty from varied disciplines at a liberal arts college. Results showed that self-efficacy in writing significantly increased while writing apprehension…
Descriptors: Writing Attitudes, First Year Seminars, Self Efficacy, Liberal Arts
