Differential effects of teacher comments.

Krampen, Giinter

doi:10.1037/0022-0663.79.2.137

Cited by 37 publications

(30 citation statements)

References 14 publications

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“…Feedback wirkt zudem über affektiv-motivationale Prozesse, es kann Selbstvertrauen und Selbstwirksamkeit erhöhen (Tuckman und Sexton 1992). Als besonders motivationsförderlich hat sich zudem Feedback erwiesen, welches eine individuelle Bezugsnorm zur Bewertung nutzt (Krampen 1987). Lernern kann dadurch der individuelle Lernfortschritt verdeutlicht werden, was motivierend wirkt.…”

Section: Prompts Ergänzt Mit Rückmeldungunclassified

“…Diese Studie bestätigt also die Befunde zur positiven motivationalen Wirkung von Feedback. Die eingesetzte Unterstützung beinhaltete eine Rückmeldung mit individueller Bezugsnorm und strategischen Informationen in Form von adaptiven Prompts, was laut Feedback-Forschung besonders positiv für die Lernmotivation und die Selbstwirksamkeit ist (Krampen 1987;Narciss 2006).…”

Section: Zusammenfassung Und Diskussionunclassified

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Wie lässt sich die Experimentierstrategie-Nutzung fördern?

et al. 2012

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Zusammenfassung: Beim selbstregulierten Lernen durch experimentieren zeigen Schüler ein Produktionsdefizit, d. h. verfügbares Strategiewissen resultiert nicht in entsprechender Strategienutzung. Ursachen dafür können mangelnde metakognitive Fähigkeiten und Motivation sein. Deshalb sollten diese Aspekte unterstützt werden, um die Strategienutzung zu fördern. Das Geben von Prompts (Anregungen) ist dafür eine vielversprechende Methode. Die Frage ist, wie diese optimal gestaltet werden sollten. In einer experimentellen Studie wurden zwei Merkmale untersucht, nämlich die Adaptivität von Prompts sowie ihre Kombination mit strategiebezogenem Feedback. 93 Neunt-Klässler lernten selbstreguliert mit einer computerbasierten Experimentierumgebung. Es gab eine Kontrollgruppe und drei Experimentalgruppen mit nicht-adaptiven Prompts, adaptiven Prompts oder der Kombination aus adaptivem Prompt und Feedback. Als abhängige Variablen wurden Maße zur Experimentierstrategienutzung und die Motivation erfasst. Vorteile in der Strategienutzung zeigte nur die Gruppe mit der Kombination aus Rückmeldung und adaptivem Prompt. Ebenso blieben die Lerner in dieser Bedingung stärker motiviert als in den anders unterstützten Gruppen. Schlüsselwörter: Experimentierstrategien · Selbstreguliertes Lernen · Förderung von Strategienutzung · Prompts · Adaptive Unterstützung Z Erziehungswiss (2012) 15:77-93Abstract: Pupils display a production deficiency within self-regulated learning arrangements using experimentation. Available strategy-knowledge does not result in an effective strategy use. This may be due to a lack of metacognitive capabilities and motivation. These aspects should be supported, then, in order to foster strategy use. Providing prompts is a promising method. The question is how to design them to optimal effect. Two characteristics were investigated in an experimental study, namely the adaptability of prompts and their combination with strategyrelated feedback. 93 pupils in year 9 experienced self-regulated learning in a computer-based experiment setting. There was a control group and three experimental groups with non-adaptive prompts, adaptive prompts or a combination of feedback and adaptive prompts, respectively. The dependent variables were the extent of using a strategy for experimentation and pupils' motivation. Benefits for use of strategy were only observed for the group with a combination of feedback and adaptive prompts. The learners in this group were also more strongly motivated than in the other groups.

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Section: Prompts Ergänzt Mit Rückmeldungunclassified

Section: Zusammenfassung Und Diskussionunclassified

Wie lässt sich die Experimentierstrategie-Nutzung fördern?

et al. 2012

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“…And the most sensitive group comparison will be between groups within classrooms. Yet the Krampen (1987) classrooms within treatments, which means that (with his student-level analysis) any treatment compari~on is confounded with classroom. In short, proper size weighting of these studies is difficult, or impossible.…”

Section: Summarizing Comment Historymentioning

confidence: 98%

“…Authors assigned some kinds of comments to students, then analyzed some later student measures (Allen, 1972;Cardelle & Como, 1981;Cardelle-Elawar, 1982;Cardelle-Elawar & Como, 1985;Hake, 1973;Hammer, 1972;Klinger, 1971;Krampen, 1987;Lesner, 1967;Mapel, 1970;Moody, 1970;Rhoads, 1968;Shrago, 1970;Simons, 1971;Starkey, 1971;Stewart, 1974;Stewart & White, 1976;Sweet, 1966).…”

Section: Similar Studiesmentioning

confidence: 99%

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Is the World an Orderly Place? A Review of Teacher Comments and Student Achievement

Page

1992

The Journal of Experimental Education

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In 1958, Page conducted a large multiple experiment: 74 teachers gave one class its normal quiz, scored and graded it in the usual way, assigned three comment treatments to students in stratified-random blocks, and then reported scores from the next objective quiz. There was a highly significant effect of comments. Others have borrowed some study features, with results that have appeared mixed. Here, a critical overall analysis shows much agreement with the ordered hypothesis of comments and with specified comments over no comments (p < .01). Despite great variety of designs and subtlety of effect, results broadly support teachers who comment. A typical effect size is demonstrated for ranks, and lessons are taken about the proper strategies for designs and the future of such research.

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The development of emotional intelligence, self‐efficacy, and locus of control in Master of Business Administration students

Thompson

Kuah

Foong

et al. 2019

Human Resource Dev Quarterly

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Successful managers must develop strong interpersonal skills alongside their ability to achieve personal and organizational goals. For educational institutions to stay relevant, courses must equip students with necessary psychological competencies in addition to technical knowledge, skills and abilities for the constantly evolving business climate. We explored whether Master of Business Administration (MBA) programs aid in the development of psychological competencies, given that MBAs are a popular management development tool. Specifically, we investigated changes in MBA candidates' emotional intelligence (EI) ability, self‐efficacy (SE), and locus of control (LoC) in a pre‐post survey design over the course of a 1‐year MBA educational program and explored the relationship of candidate's baseline psychological status to their academic success in the MBA educational program. Participants were recruited from newly enrolled students at an international university in Asia. The study participants (53 MBA students, plus 26 psychology students, and 34 nonstudents as comparison groups) completed self‐report measures of EI, SE, and LoC at the beginning and end of a 1‐year MBA period. The MBA candidates showed significant improvement in EI, SE, and LoC‐internality, as well as an increase in LoC‐powerful others during the program. LoC‐powerful others at the beginning of the program also predicted MBA students' academic performance. The findings provide evidence that psychological competencies that may positively affect work performance are key benefits of MBA education.

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Differential effects of teacher comments.

Cited by 37 publications

References 14 publications

Wie lässt sich die Experimentierstrategie-Nutzung fördern?

Wie lässt sich die Experimentierstrategie-Nutzung fördern?

Is the World an Orderly Place? A Review of Teacher Comments and Student Achievement

The development of emotional intelligence, self‐efficacy, and locus of control in Master of Business Administration students

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