3,496
Views
17
CrossRef citations to date
0
Altmetric
Original Articles

Personalized feedback as a strategy for improving motivation and performance among middle school students

References

  • Ames, C. A. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. doi:10.1037/0022-0663.84.3.261
  • Anderman, E. M., Anderman, L. H., Yough, M. S., & Gimbert, B. G. (2010). Value-added models of assessment: Implications for motivation and accountability. Educational Psychologist, 45(2), 123–137. doi:10.1080/00461521003703045
  • Anderman, E. M., & Koenka, A. C. (2017). The relation between academic motivation and cheating. Theory Into Practice, 56(2), 95–102. doi:10.1080/00405841.2017.1308172
  • Anderman, E. M., & Mueller, C. (2010). Middle school transitions and adolescent development. In J. Meece & J. S. Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 198–215). New York, NY: Routledge.
  • Arnold, J. (1992, November). A curriculum to empower young adolescents. Paper presented at the Annual Meeting of the National Middle School Association, San Antonio, TX.
  • Bangert-Drowns, R. L., Kulik, C. C., Kulik, J. A., & Morgan, M. (1991). The instructional effects of feedback in test-like events. Review of Educational Research, 61(2), 213–238. doi:10.3102/0034654306100221
  • Butler, R. (1987). Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology, 79(4), 474–482. doi:10.1037/0022-0663.79.4.474
  • Butler, R. (1988). Enhancing and undermining intrinsic motivation: The effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58(1), 1–14. doi:10.1111/j.2044-8279.1988.tb00874.x
  • Cazden, C. B. (1998, March). Two meanings of “discourse”. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle, WA.
  • Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning (2nd ed.). Portsmouth, NH: Heinemann.
  • Eccles, J., Midgley, C., Wigfield, A., Buchanan, C. M., Reuman, D., Flanagan, C., & Mac Iver, D. (1993). The impact of stage-environment fit on young adolescents’ experiences in schools and in families. American Psychologist, 48(2), 90–101. doi:10.1037//0003-066x.48.2.90
  • Eccles, J., & Roeser, R. (2009). Schools, academic motivation, and stage-environment fit. In R. Lerner & L. Steinberg (Eds.), Handbook of adolescent psychology (3rd ed., pp. 404–434). Hoboken, NJ: Wiley.
  • Elkind, D., & Bowen, R. (1979). Imaginary audience behavior in children and adolescents. Developmental Psychology, 15(1), 38–44. doi:10.1037/0012-1649.15.1.38
  • Haimovitz, K., & Dweck, C. S. (2017). The origins of children’s growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849–1859. doi:10.1111/cdev.12955
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. doi:10.3102/003465430298487
  • Juvonen, J., Le, V., Kaganoff, T., Augustine, C., & Constant, L. (2004). Focus on the wonder years: Challenges facing the American middle school. Santa Monica, CA: Rand Corporation.
  • Koenka, A. C., Linnenbrink-Garcia, L., Moshontz, H., Atkinson, K. M., Sanchez, C. E., & Cooper, H. (in press). A meta-analysis on the impact of grades and comments on academic motivation and achievement: A case for written feedback. Educational Psychology. doi:10.1080/01443410.2019.1659939
  • Krampen, G. (1987). Differential effects of teacher comments. Journal of Educational Psychology, 79(2), 137–146. doi:10.1037/0022-0663.79.2.137
  • Kulik, J. A., & Kulik, C. C. (1988). Timing of feedback and verbal learning. Review of Educational Research, 58(1), 79–97. doi:10.3102/00346543058001079
  • Loveless, T. (2013). The 2013 Brown center report on American education: How well are American students learning? Retrieved from https://www.brookings.edu/wp-content/uploads/2016/06/2013-brown-center-report-web-3.pdf
  • Lowry, L. (1993). The giver. Boston, MA: Houghton Mifflin.
  • Meeus, W., van de Schoot, R., Keijsers, L., Schwartz, S. J., & Branje, S. (2010). On the progression and stability of adolescent identity formation: A five-wave longitudinal study in early-to-middle and middle-to-late adolescence. Child Development, 81(5), 1565–1581. doi:10.1111/j.1467-8624.2010.01492.x
  • Midgley, C., & Edelin, K. C. (1998). Middle school reform and adolescent well-being: The good news and the bad. Educational Psychologist, 33(4), 195–206. doi:10.1207/s15326985ep3304_4
  • Midgley, C., Middleton, M. J., Gheen, M. H., & Kumar, R. (2002). Stage-environment fit revisited: A goal theory approach to examining school transitions. In C. Midgley (Ed.), Goals, goals structures, and patterns of adaptive learning (pp. 109–142). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Mueller, C. M., & Dweck, C. S. (1998). Praise can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52. doi:10.1037//0022-3514.75.1.33
  • National Middle School Association. (2010). This we believe: Keys to educating young adolescents. Westerville, OH: Author.
  • Nystrand, M., Wu, L., Gamoran, A., Zeiser, S., & Long, D. (2003). Questions in time: Investigating the structure and dynamics of unfolding classroom discourse. Discourse Processes, 35(2), 135–196. doi:10.1207/S15326950DP3502_3
  • Page, E. B. (1992). Is the world an orderly place? A review of teacher comments and student achievement. The Journal of Experimental Education, 60(2), 161–181. doi:10.1080/00220973.1991.10806588
  • Pekrun, R., Cusack, A., Murayama, K., Elliot, A., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, 115–124. doi:10.1016/j.learninstruc.2013.09.002
  • Pulfrey, C., Buchs, C., & Butera, F. (2011). Why grades engender performance avoidance goals: The mediating role of autonomous motivation. Journal of Educational Psychology, 103(3), 683–700. doi:10.1037/a0023911
  • Rattan, A., Good, C., & Dweck, C. S. (2012). “It’s ok — Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731–737. doi:10.1016/j.jesp.2011.12.021
  • Reeve, J. (2006). Teachers as facilitators: What autonomy-supportive teachers do and why their students benefit. The Elementary School Journal, 106(3), 225–236. doi:10.1086/501484
  • Ryan, A. M., Shim, S. S., & Makara, K. A. (2013). Changes in academic adjustment and relational self-worth across the transition to middle school. Journal of Youth and Adolescence, 42, 1372–1384. doi:10.1007/s10964013-9984-7
  • Smith, F. (1987). Joining the literacy club: Further essays into education. Portsmouth, NH: Heinemann Educational Books.
  • Stošić, L. (2015). The importance of educational technology in teaching. International Journal of Cognitive Research in Science, Engineering, and Education, 3(1), 111–114.
  • Wollenschläger, M., Hattie, J., Machts, N., Moller, J., & Harms, U. (2016). What makes rubrics effective in teacher feedback? Transparency of learning goals is not enough. Contemporary Educational Psychology, 44-45, 1–11. doi:10.1016/j.cedpsych.2015.11.003
  • Wolters, C. A. (2004). Advancing achievement goal theory: Using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. Journal of Educational Psychology, 96(2), 236–250. doi:10.1037/00220663.96.2.23

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.