The Effects of Contexts Before Feedback on Students'Motivation After Feedback
青木, 直子 ,
Naoko, AOKI ,
藤女子大学人間生活学部保育学科Department of Early Childhood Care and Education, Faculty of Human Life Sciences, Fuji Women's University
63 , 2016-03-31
This study examined the relationship between contexts before receiving feedback and motivation after feedback. In study 1, first, second, and third grade students answered questionnaires about different situations that enhanced motivation. The situations that enhanced motivation were as follows: 1) receiving praise for difficult activities, 2) receiving praise for activities they preferred, and 3) receiving praise for activities they were not usually praised for. In study 2, students watched four stories in which the main characters were in different situations, but the outcome was the exact same; the character achieved a perfect score on the test and received praise from the teacher. Students assessed each character's motivational scores. Students gave the highest scores when the character preferred math and received feedback frequently before final feedback. Students gave the lowest score when the character did not prefer math and did not receive feedback frequently. In study 3, students were interviewed about the emotions of the characters from study 2. In the story with the highest motivation scores, students reported positive feelings both before and after final feedback. In the story with the lowest motivation scores, students reported negative feelings before receiving final feedback, but positive feelings after receiving final feedback.