Journal ArticleDOI
The Power of Feedback
John Hattie,Helen Timperley +1 more
TLDR
This paper provided a conceptual analysis of feedback and reviewed the evidence related to its impact on learning and achievement, and suggested ways in which feedback can be used to enhance its effectiveness in classrooms.Abstract:
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative. Its power is frequently mentioned in articles about learning and teaching, but surprisingly few recent studies have systematically investigated its meaning. This article provides a conceptual analysis of feedback and reviews the evidence related to its impact on learning and achievement. This evidence shows that although feedback is among the major influences, the type of feedback and the way it is given can be differentially effective. A model of feedback is then proposed that identifies the particular properties and circumstances that make it effective, and some typically thorny issues are discussed, including the timing of feedback and the effects of positive and negative feedback. Finally, this analysis is used to suggest ways in which feedback can be used to enhance its effectiveness in classrooms.read more
Citations
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The effects of professional development on the attitudes, knowledge and skills for data-driven decision making
TL;DR: In this article, the authors developed a training course in which school teams learn to utilize data from computerized student monitoring systems in order to improve instructional quality and student performance, and found that the training activities had a positive effect on school staff's knowledge and DDDM skills.
Journal Article
The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement
Journal ArticleDOI
Exploring feedback incidents, their characteristics and the informal learning activities that emanate from them
TL;DR: In this article, the authors investigated what kind of feedback characteristics lead to what specific kind of informal learning activities (ILAs) and found that feedback consisting of discussing possibilities for personal improvement leads to ILA.
Journal ArticleDOI
When Parents’ Praise Inflates, Children's Self-Esteem Deflates
Eddie Brummelman,Eddie Brummelman,Stefanie A. Nelemans,Stefanie A. Nelemans,Sander Thomaes,Sander Thomaes,Bram Orobio de Castro +6 more
TL;DR: Supporting the self-deflation hypothesis, parents' inflated praise predicted lower self-esteem in children and noninflated praise predicted higher narcissism-but only in children with high self- esteem, suggesting inflated praise may foster theSelf-views it seeks to prevent.
Journal ArticleDOI
Embodied VR environment facilitates motor imagery brain–computer interface training
Filip Škola,Fotios Liarokapis +1 more
TL;DR: Leveraging extension of the sense of ownership, agency, and self-location towards a non-body object has already been proven to help in producing stronger EEG correlates of MI, and these principles were used to facilitate the MI-BCI training process for the first time.
References
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Book
Intrinsic Motivation and Self-Determination in Human Behavior
Edward L. Deci,Richard M. Ryan +1 more
TL;DR: This chapter discusses the development of Causality Orientations Theory, a theory of personality Influences on Motivation, and its application in information-Processing Theories.
Journal ArticleDOI
Intrinsic Motivation and Self-Determination in Human Behavior
Journal ArticleDOI
Self-efficacy mechanism in human agency
TL;DR: The centrality of the self-efficacy mechanism in human agency is discussed in this paper, where the influential role of perceived collective effi- cacy in social change is analyzed, as are the social con- ditions conducive to development of collective inefficacy.
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Social Foundations of Thought and Action: A Social Cognitive Theory
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Journal ArticleDOI
Motivation through the Design of Work: Test of a Theory.
TL;DR: In this paper, a model is proposed that specifies the conditions under which individuals will become internally motivated to perform effectively on their jobs, focusing on the interaction among three classes of variables: (a) the psychological states of employees that must be present for internally motivated work behavior to develop; (b) the characteristics of jobs that can create these psychological states; and (c) the attributes of individuals that determine how positively a person will respond to a complex and challenging job.