The Longitudinal Impact of Electronic Feedback on Motivation and Achievement During a Large Lecture

• In Event: 34.098 - Sheraton Roundtable Session Four - Osgoode Ballroom
  In Roundtable Session: 34.098-1 - Classroom Contexts and Student Impacts

Abstract

Given that students take conventional large lectures with rather low motivational beliefs and lack proper reference frames, this study investigates if feedback from regular electronic quizzes benefits students’ motivational development over the course of a semester. It was therefore tested whether expectancies of success (i.e. self-efficacy and perceived task-difficulty) as part of achievement motivation, and invested effort interrelate reciprocally with quiz performance. Based on longitudinal surveys on students’ motivation and regular assessments of quiz scores, autoregressive structural equation modelling indicates that feedback from the quiz regulates self-efficacy and effort in such a way that better results in the quiz lead to higher values in these facets of the expectancies of success while perceived task difficulty was unrelated to quiz performance.

Authors

• Manuel Förster, Johannes Gutenberg University

• Andreas Maur, Johannes Gutenberg University of Mainz