Type of Document	Thesis
Author	Sivyer, Darcie Lynne
Author's Email Address	drudsins@fsu.edu
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	self-efficacy writing performance feedback
Date of Defense	2005-03-17
Availability	unrestricted
Abstract Purpose. The main purpose of this study was to examine 50 fifth grade students’ 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 students’ 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 students’ pre- and post-treatment time on task and word count.
Files	Filename       Size       Approximate Download Time (Hours:Minutes:Seconds)     28.8 Modem   56K Modem   ISDN (64 Kb)   ISDN (128 Kb)   Higher-speed Access    01_dls_thesistext.pdf 139.23 Kb 00:00:38 00:00:19 00:00:17 00:00:08 < 00:00:01