The purpose of this study was to investigate the effects of three different forms of feedback on student goal orientation, belief in whether ability could be improved on a task, and continuing motivation to learn. Eighty four high school students were randomly assigned to one of three treatment conditions. One treatment consisted of a print-based instructional package and a computer-based testing episode where students were told they would receive and received norm referenced feedback immediately following the computer-based test. The second treatment consisted of the same materials with the exception that they were told they would receive and received criterion referenced feedback. The third treatment group received identical materials but were told they would receive and received knowledge of results feedback. Results indicated that different feedback conditions did not have an effect on student goal orientations, on belief as to whether students could improve their ability on the experimental task, or continuing motivation to learn. Exploratory post hoc analyses indicated that ego orientation was significantly correlated with a belief that students could improve their ability on the task (p $<$.05). This finding is inconsistent with previous findings and suggests more research is required regarding this relationship. / Source: Dissertation Abstracts International, Volume: 53-09, Section: A, page: 3145. / Major Professor: Marcy P. Driscoll. / Thesis (Ph.D.)--The Florida State University, 1992.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_76719 |
| Contributors | Brown, Richard William., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 74 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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