The role of teacher feedback–feedforward and personal best goal setting in students’ mathematics achievement: a goal setting theory perspective

Burns, Emma; Martin, Andrew J.; Evans, Paul

doi:10.1080/01443410.2019.1662889

Cited by 10 publications

(8 citation statements)

References 47 publications

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“…To be specific, the research results imply that when the level of the quality of the information feedback of the MARLS is high, the MARLS users can be more immersed in the learning processes (i.e., flow experience), thus resulting in better learning outcomes (Chen et al, 2021 ; Müller & Wulf, 2022 ). To elaborate on the statement above, the research results of this study contradicted some of the prior studies (e.g., Burns et al, 2021 ; Lerch & Harter, 2001 ; Lin & Wang, 2021 ; Yen & Lin, 2020 ) and indicate that information feedback are helpful for supporting learning, as found in some other prior studies (e.g., Kajitani et al, 2020 ; Eckes & Wilde, 2019 ; Rodríguez et al, 2022 ). Those results thus contribute to the theory development of future MARLS studies by confirming the significant positive effects of information feedback on students learning effectiveness in MARLS contexts, and highlight the importance of including the concept of information feedback in future studies that specifically examine the effectiveness of using MARLS to support student learning in various educational contexts, which, to the best of our knowledge, has not been done in prior studies of MARLS.…”

Section: Discussioncontrasting

confidence: 84%

“…Information feedback is critical to smooth task learning and perceiving a sense of interaction in the knowledge acquisition process when learners use MARLS (Burns et al, 2021 ; Fang, 2020 ). MARLS are specific instruction-based learning systems that offer knowledge-related information to learners.…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

“…However, AR-based learning may differ from other educational contexts, and different findings regarding the effects of information feedback on learning performance in other educational contexts have been reported in the literature. For example, some studies of other educational contexts found that the feedforward and outcome feedback offered by teachers are insignificantly related to students’ learning effectiveness (Burns et al, 2021 ; Lerch & Harter, 2001 ). Additionally, students’ competence did not significantly improve in the VR-supported project when they receive unfavorable cognitive feedback from their peers (Lin & Wang, 2021 ).…”

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

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Exploring the effect of improved learning performance: A mobile augmented reality learning system

Wang

Lin

2022

Educ Inf Technol

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Students are commonly in a high cognitive load state when they encounter sophisticated knowledge. Whether the novel augmented reality (AR) technology can be utilized in an online learning course to explain complicated scientific concepts in a more understandable manner to students during the COVID-19 period is an unaddressed issue. This study aims to investigate the influences of reducing the physical touch or face-to-face teaching/learning practices via using mobile augmented reality learning systems (MARLS) on students’ perceived learning effectiveness. The information feedback viewpoint, flow theory, and cognitive load theory are integrated to examine the effects of the information feedback of MARLS on students’ learning effectiveness. This study recruited 204 participants from ten universities to complete a learning task via a MARLS and fill out a questionnaire to collect data for the proposed research model. The empirical results revealed information feedback positively and significantly affected flow experience, perceived learning effectiveness, and continued intention. The improved learning performance of learners was positively related to their continued intention. Also, the extraneous cognitive load negatively and significantly moderated the relationship between information feedback and perceived learning effectiveness. This study proposes meaningful implications and suggestions for future research based on the findings of this experiment.

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Section: Discussioncontrasting

confidence: 84%

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

Section: Literature Review and Hypotheses Developmentmentioning

confidence: 99%

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Exploring the effect of improved learning performance: A mobile augmented reality learning system

Wang

Lin

2022

Educ Inf Technol

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“…As we noted in the Introduction, researchers have looked to combine classic feedback (i.e., corrective information; Shute, 2008) with improvement-oriented guidance (feedforward)—leading to greater consideration of a construct referred to as feedback-feedforward (e.g., Basso & Olivetti Belardinelli, 2006; Burns et al, 2019; Hattie & Timperley, 2007; Martin, 2016). We contended that to establish the validity of this feedback-feedforward construct, research should demonstrate that it is associated with improvement-oriented strategies and outcomes.…”

Section: Discussionmentioning

confidence: 99%

Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes.

Martin¹,

Burns²,

Collie³

et al. 2022

Journal of Educational Psychology

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The present investigation examined the role of teachers' instructional support (student reports of relevance, organization and clarity, feedback-feedforward) in predicting students' growth goal setting and, in turn, the roles of instructional support and growth goal setting in predicting students' academic engagement (perseverance, aspirations, school attendance, homework behavior). Also examined was the question of whether the relationship between students' background attributes and engagement is moderated by their growth goal setting (e.g., whether growth goal setting attenuates negative effects of low socioeconomic status). The sample comprised N = 61,879 students in grades 7-10 from schools across New South Wales, Australia. The results of structural equation modeling showed that perceived instructional relevance and feedback-feedforward from teachers positively predicted students' growth goal setting; that growth goal setting predicted gains in students' perseverance, aspirations, and homework behavior; and that growth goal setting significantly mediated the relationship between perceived instructional support and engagement. Additionally, growth goal setting appeared to significantly bolster some outcomes for low achieving students and students from low socioeconomic backgrounds. These findings add to the growing body of literature about the positive role of growth goal setting in students' outcomes and provide direction for educational practice. Educational Impact and Implications StatementThis study investigated growth goal setting among a large statewide sample of high school students. Growth goal setting refers to the pursuit of specific, challenging, and competitively self-referenced targets that match or exceed a previous best effort or performance. Findings demonstrated that perceived instructional support (student reports of teachers' feedback-feedforward and instructional relevance) was associated with students' growth goal setting and that students' growth goal setting was associated with significant gains in their academic engagement (perseverance, aspirations, and homework behavior). Importantly also, growth goal setting reduced the potential negative effects of low socioeconomic status and low prior achievement on some engagement outcomes. These findings provide important direction for enhancing students' growth goal setting and engagement. Accordingly, practical suggestions for enhancing instructional support and growth goal setting are provided.

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“…Three studies examine the mediating effects of students' growth-oriented goals, feedback beliefs, and school identification on achievement, feedback use and engagement. Specifically, from a perspective of students' goal setting, Burns et al (2021) study examined the role of teacher feedback-feedforward (corrective and guidance information for improvement) and personal best goal setting in students' mathematics achievement. In a sample of 362 Australian students, personal best goal setting not only predicted students' mathematics achievement, but also fully mediated the relationship between teacher feedback-feedforward and achievement.…”

Section: Editorialmentioning

confidence: 99%

The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective

Yang

Chiu

Yan

2021

Educational Psychology

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The role of teacher feedback–feedforward and personal best goal setting in students’ mathematics achievement: a goal setting theory perspective

Cited by 10 publications

References 47 publications

Exploring the effect of improved learning performance: A mobile augmented reality learning system

Exploring the effect of improved learning performance: A mobile augmented reality learning system

Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes.

The power of teacher feedback in affecting student learning and achievement: insights from students’ perspective

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