Purpose. The main purpose of this study was to examine 50 fifth grade students' response to positive/negative feedback in relation to their writing self-efficacy scores and writing performance by exploring the relationship between feedback and self-efficacy scores, writing performance scores, and motivation. This study explored whether positive/negative feedback impacted students' perceptions of themselves as writers and their writing performance scores. Additionally, it examined how endurance and persistence were impacted through the knowledge of feedback results. Conclusions. On the basis of the statistical analyses performed, the following findings emerged: 1) positive feedback did not influence self-efficacy more than negative feedback; 2) students receiving any feedback wrote less during a second writing period than they did in the first; and 3) there was no statistical significance in the relationship between feedback and performance scores. After further investigation, surprising results were observed in the relationships between feedback and self-efficacy as well as feedback and motivation. All analyses indicate that students in the no treatment group scored higher in self-efficacy and showed higher motivation than either treatment group. Statistical significance on a univariate f-test predicting direction in advance for the five sub-tests of the self-efficacy measure occurred on three out of five subscales. Statistical significance was also observed in correlations between students' pre- and post-treatment time on task and word count. / A Thesis Submitted to the Department of Educational Psychology & Learning Systems in Partial Fulfillment of the Requirements for the Degree of Master of
Science. / Spring Semester, 2005. / March 17, 2005. / Self-efficacy, Writing performance, Feedback / Includes bibliographical references. / Susan Carol Losh, Professor Directing Thesis; Fanchon F. Funk, Outside Committee Member; Marcy Driscoll, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_176189 |
| Contributors | Sivyer, Darcie L. (authoraut), Losh, Susan Carol (professor directing thesis), Funk, Fanchon F. (outside committee member), Driscoll, Marcy (committee member), Department of Educational Psychology and Learning Systems (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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