Motivational Beliefs, Student Effort, and Feedback Behaviour in Computer-Based Formative Assessment

Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: [email protected]; Web site: http://www.elsevier.com

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Computer Assisted Testing; Beliefs; Student Attitudes; Learner Engagement; Student Behavior; Expectation; Success; Help Seeking; Student Motivation; Program Effectiveness; Feedback (Response); Formative Evaluation; Educational Technology; Computer Assisted Instruction; Electronic Learning; Predictor Variables; Time Factors (Learning); Study

10.1016/j.compedu.2012.07.007

0360-1315

Feedback can only be effective when students seek feedback and process it. This study examines the relations between students' motivational beliefs, effort invested in a computer-based formative assessment, and feedback behaviour. Feedback behaviour is represented by whether a student seeks feedback and the time a student spends studying the feedback. The motivational beliefs examined in this study are success expectancy and task-value beliefs. Results show that the effort invested in the formative assessment was predicted by task-value beliefs, but not by success expectancy beliefs. Furthermore, feedback seeking was predicted by success expectancy as well as task-value beliefs, while feedback study time was not. In addition, feedback seeking was predicted by student effort invested in the formative assessment. (Contains 2 tables and 1 figure.)

As Provided

2013

EJ1006963