摘要
选取大学生被试,采用实验组对照组前后测实验设计考察不同评估反馈类型(个体反馈,任务反馈,社会反馈,无反馈)对大学生的学习动机和学习成绩的影响。结果发现:(1)随着时间的推移,4组成绩均升高,任务反馈对学习成绩有积极的影响,其余三组无显著差别,评估反馈与动机水平的交互作用不显著;(2)任务反馈能够提高大学生的学习动机,其余三组降低学习动机。
To explore different Evaluative feedback sign effect on college students＇ learning motivation and achievement, this research conduct a classroom experiment. A Pre-post test design with a control group （individual feedback, social feedback, criterial feedback, no feedback） was adopted and 40 college students was attended in this re- search. The result revealed that： 1） achievement increased with time, criterial feedback had the best results in learning achievement, the other three group didn＇t show any difference, no interaction between evaluative feed- back and learning motivation; 2） criterial feedback had the best results in learning motivaiton, the other three group didn＇t show any difference.
出处
《心理与行为研究》
CSSCI
北大核心
2015年第2期237-241,共5页
Studies of Psychology and Behavior
基金
教育部重点课题基金项目(DBA100195)
关键词
评估反馈
学习动机
学习成绩
干预
evaluational feedback sign, learning motivation, learning achievement, intervention.
