https://orcid.org/0000-0003-4620-989X
Citations (14)
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Read on this site (5)
Wenlei Zhu, Shulin Yu & Yao Zheng. (2023) Exploring Chinese EFL undergraduates’ academic emotions in giving and receiving peer feedback on writing. Assessment & Evaluation in Higher Education 48:8, pages 1339-1355.
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Naomi E. Winstone & Robert A. Nash. (2023) Toward a cohesive psychological science of effective feedback. Educational Psychologist 58:3, pages 111-129.
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Ernesto Panadero. (2023) Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory. Educational Psychologist 58:3, pages 193-204.
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Gavin T. L. Brown & Anran Zhao. (2023) In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories. Educational Psychologist 58:3, pages 178-192.
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Shengjie Lin & Katherine Muenks. (2023) Family context of mindset matters: Students’ perceptions of parent and sibling math mindsets predict their math motivation, behavior, and affect. Applied Developmental Science 0:0, pages 1-28.
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Articles from other publishers (9)
Carlton J. Fong, Diane L. Schallert, Shengjie Lin & Servet Altan. (2024) How constructive is that feedback? Associations with undergraduates’ future time perspectives moderated by student characteristics’. Studies in Educational Evaluation 81, pages 101351.
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Edy Suseno. (2024) Using Podcast Material to Modify Foreign Words and Expressions to Improve EFL Learners’ Speaking Abilities. Linguistics Initiative 4:1, pages 16-29.
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Alexandra Troy, Hnubci Moua & Martin Van Boekel. (2024) Wise feedback and trust in higher education: A quantitative and qualitative exploration of undergraduate students' experiences with critical feedback. Psychology in the Schools.
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Sebastian Gombert, Aron Fink, Tornike Giorgashvili, Ioana Jivet, Daniele Di Mitri, Jane Yau, Andreas Frey & Hendrik Drachsler. (2024) From the Automated Assessment of Student Essay Content to Highly Informative Feedback: a Case Study. International Journal of Artificial Intelligence in Education.
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Konstantinos Kalovrektis, Ioannis A. Dimos & Athanasios Kakarountas. (2023) Computational Thinking: A Proposed Formative Assessment Rubric for Physical Computing Courses. European Journal of Engineering and Technology Research, pages 61-65.
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Xiaoying Gao & Gavin T. L. Brown. (2023) The Relation of Students’ Conceptions of Feedback to Motivational Beliefs and Achievement Goals: Comparing Chinese International Students to New Zealand Domestic Students in Higher Education. Education Sciences 13:11, pages 1090.
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Livia Kuklick, Samuel Greiff & Marlit Annalena Lindner. (2023) Computer-based performance feedback: Effects of error message complexity on cognitive, metacognitive, and motivational outcomes. Computers & Education 200, pages 104785.
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Ioannis Dimos, Chrysoula Velaora, Konstantinos Louvaris, Athanasios Kakarountas & Assimina Antonarakou. (2023) How a Rubric Score Application Empowers Teachers’ Attitudes over Computational Thinking Leverage. Information 14:2, pages 118.
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Theresa Ruwe & Elisabeth Mayweg-Paus. (2023) “Your argumentation is good”, says the AI vs humans – The role of feedback providers and personalised language for feedback effectiveness. Computers and Education: Artificial Intelligence 5, pages 100189.
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