Type of Document Thesis Author Sivyer, Darcie Lynne Author's Email Address firstname.lastname@example.org URN etd-04102005-201431 Title The Effect of Positive/Negative Feedback Awareness on Self-Efficacy and Writing Performance Degree Master of Science Department Educational Psychology and Learning Systems, Department of Advisory Committee
Advisor Name Title Dr. Susan Carol Losh Committee Chair Dr. Fanchon Funk Committee Member Dr. Marcy Driscoll Committee Member Keywords
- writing performance
Date of Defense 2005-03-17 Availability unrestricted AbstractPurpose. The main purpose of this study was to examine 50 fifth grade studentsí response to positive/negative feedback in relation to their writing self-efficacy scores and writing performance by exploring the relationship between feedback and self-efficacy scores, writing performance scores, and motivation.
This study explored whether positive/negative feedback impacted studentsí perceptions of themselves as writers and their writing performance scores. Additionally, it examined how endurance and persistence were impacted through the knowledge of feedback results.
Conclusions. On the basis of the statistical analyses performed, the following findings emerged: 1) positive feedback did not influence self-efficacy more than negative feedback; 2) students receiving any feedback wrote less during a second writing period than they did in the first; and 3) there was no statistical significance in the relationship between feedback and performance scores.
After further investigation, surprising results were observed in the relationships between feedback and self-efficacy as well as feedback and motivation. All analyses indicate that students in the no treatment group scored higher in self-efficacy and showed higher motivation than either treatment group. Statistical significance on a univariate f-test predicting direction in advance for the five sub-tests of the self-efficacy measure occurred on three out of five subscales. Statistical significance was also observed in correlations between studentsí pre- and post-treatment time on task and word count.
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