Guardat en:
| Autor principal: | |
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| Format: | Recurso digital |
| Idioma: | anglès |
| Publicat: |
Zenodo
2025
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| Matèries: | |
| Accés en línia: | https://doi.org/10.5281/zenodo.16933661 |
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- <p>This paper presents a simulation study on the psychological effects of teacher feedback on student self-efficacy. A simulated meta-analysis, modeled on patterns from existing research, synthesized 32 hypothetical studies (N = 4,280) and yielded a moderate overall effect of feedback on self-efficacy (Hedges’ g = 0.35). Elaborated formative feedback showed stronger benefits (g = 0.56) than summative grade-only feedback (g = 0.11), with immediacy and process focus emerging as significant moderators. A hypothetical classroom mini-intervention, designed for lower secondary education, illustrated how autonomy-supportive feedback could improve self-efficacy (g = 0.45), modestly enhance achievement (g = 0.20), and reduce test anxiety (g = −0.25). The analysis is methodological in nature, illustrating theoretical and statistical patterns that can guide future empirical research.</p> <p>Keywords: Educational psychology, feedback, self-efficacy, student motivation, formative assessment, simulation study</p>