Eylem Seç
Using Assessment Feedback for Motivation Among Early Adolescents: A Grounded Theory Study
Başlık:
Using Assessment Feedback for Motivation Among Early Adolescents: A Grounded Theory Study
Yazar:
Griffin, Nichole L., author. (orcid)0000-0001-7792-5018
ISBN:
9780438046832
Yazar Ek Girişi:
Fiziksel Tanımlama:
1 electronic resource (178 pages)
Genel Not:
Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Advisors: Gail L. Collins Committee members: Carolyn Lewis; Martha Plumlee.
Özet:
The purpose of this grounded theory study was to develop a general theory explaining how verbal or written teacher feedback on formative assessments may influence early adolescent motivation for academic achievement, along the SDT continuum. I based this study on Deci and Ryan's (2000) self-determination theory (SDT), and to a lesser degree expectancy-value theory (Wigfield & Eccles, 2000) and self-efficacy theory (Bandura, 1993). I also used Tunstall and Gipps' (1996) typology research as a framework for describing and classifying feedback in the data. Related literature and research findings are presented to lay a foundation for the study and identify the gap in the literature. Philosophical assumptions and interpretive framework are identified, as they guide how the problem is delineated, the purpose of the study and its significance in adding to existing knowledge. Four northeast Ohio public school teachers and four to 12 students selected from each of their respective fifth or sixth-grade classes participated in this study via self-determination theory questionnaires for students, teacher demographic surveys, and interviews, student focus groups and classroom observations. This data was analyzed to determine codes and their link to one another in relation to a core theme. Corbin and Strauss' (2015) grounded theory methodology was utilized, to answer the question of how feedback from a teacher on formative assessments influences student motivation for academic achievement. The study revealed that teacher feedback that is descriptive impacts students' sense of competence and relatedness and, thus, improves students' controlled motivation. Similarly, though to a lesser degree, evaluative feedback impacts students' sense of competence too, but it can also lead to amotivation.
Notlar:
School code: 1052
Tüzel Kişi Ek Girişi:
Mevcut:*
Yer Numarası | Demirbaş Numarası | Shelf Location | Lokasyon / Statüsü / İade Tarihi |
---|---|---|---|
XX(681563.1) | 681563-1001 | Proquest E-Tez Koleksiyonu | Arıyor... |
On Order
Liste seç
Bunu varsayılan liste yap.
Öğeler başarıyla eklendi
Öğeler eklenirken hata oldu. Lütfen tekrar deneyiniz.
:
Select An Item
Data usage warning: You will receive one text message for each title you selected.
Standard text messaging rates apply.