不同形式的评估反馈对大学生的学习动机和学习成绩的影响

心理与行为研究 ›› 2015, Vol. 13 ›› Issue (2): 237-241.

不同形式的评估反馈对大学生的学习动机和学习成绩的影响

杨春^{1, 2}, 路海东¹

1.东北师范大学教育学部心理学院，长春 130024
2.牡丹江师范学院教师教育学院，牡丹江 150071

收稿日期:2014-11-09 出版日期:2015-03-20 发布日期:2015-06-11
通讯作者: 路海东
基金资助:
教育部重点课题基金项目（DBA100195）。

Different Evaluative Feedback Sign Effect on College Students'Learning Motivation and Achievement

Yang Chun^1,2, Lu Haidong¹

1 School of Psychology, Northeast Normal University Faculty of Education, Changchun 130024;
2 Teacher Education College, School of Mudanjiang Normal University, Mudanjiang 150071

Received:2014-11-09 Online:2015-03-20 Published:2015-06-11

摘要/Abstract

摘要： 选取大学生被试，采用实验组对照组前后测实验设计考察不同评估反馈类型（个体反馈，任务反馈，社会反馈，无反馈）对大学生的学习动机和学习成绩的影响。结果发现：（1）随着时间的推移，4组成绩均升高，任务反馈对学习成绩有积极的影响，其余三组无显著差别，评估反馈与动机水平的交互作用不显著；（2）任务反馈能够提高大学生的学习动机，其余三组降低学习动机。

关键词: 评估反馈, 学习动机, 学习成绩, 干预

Abstract: To explore different Evaluative feedback sign effect on college students' learning motivation and achievement, this research conduct a classroom experiment. A Pre-post test design with a control group(individual feedback, social feedback, criterial feedback, no feedback)was adopted and 40 college students was attended in this research. The result revealed that: 1)achievement increased with time, criterial feedback had the best results in learning achievement, the other three group didn't show any difference, no interaction between evaluative feedback and learning motivation; 2)criterial feedback had the best results in learning motivaiton, the other three group didn't show any difference.

Key words: evaluational feedback sign, learning motivation, learning achievement, intervention

中图分类号:

G443

杨春, 路海东. 不同形式的评估反馈对大学生的学习动机和学习成绩的影响[J]. 心理与行为研究, 2015, 13(2): 237-241.

Yang Chun, Lu Haidong. Different Evaluative Feedback Sign Effect on College Students'Learning Motivation and Achievement[J]. Studies of Psychology and Behavior, 2015, 13(2): 237-241.

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