Effects Of A Motivational Intervention On Pre-Service Teachers’ Provision Of Feedback On Student Work
- ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
- Rachel Hintermeister (Creator)
- Institution
- Appalachian State University (ASU )
- Web Site: https://library.appstate.edu/
- Advisor
- Lindsay Masland
Abstract: If teachers are made aware of the effects of the feedback that they provide and if they are given opportunities to enhance their provision of feedback, students--especially at-risk students who could benefit most from supportive classrooms--could see improvements in their educational experience. In this study, researchers asked pre-service teachers to complete an intervention activity focused on the different types of feedback and their motivational attributes. Participants gave written feedback on an assignment to serve as both a pre-test and post-test, with researchers analyzing the quantity and quality of feedback provided. Results indicated that pre-service teachers in the intervention group provided more effective process and self-regulation-focused feedback when compared to those in the active control group, who gave more self-focused and positive, yet unconstructive feedback at post-test. The results provide evidence of the benefits of an intervention with pre-service teachers, which could have more sustainable effects on providing meaningful feedback on future student work.
Effects Of A Motivational Intervention On Pre-Service Teachers’ Provision Of Feedback On Student Work
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Created on 6/21/2018
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Additional Information
- Publication
- Honors Project
- Hintermeister, R. (2018). "Effects Of A Motivational Intervention On Pre-Service Teachers’ Provision Of Feedback On Student Work." Unpublished Honors Thesis. Appalachian State University, Boone, NC.
- Language: English
- Date: 2018
- Keywords
- Feedback, Pre-Service Teacher Intervention, Motivation, Mindset