An experimental test of the effect of norm-referenced and criterion-referenced feedback on just world beliefs, motivation, and performance : does social disadvantage matter?
Abstract/Contents
- Abstract
- The just world beliefs, self-reported commitment to long-term academic goals, time spent studying, and change in performance after receiving norm-referenced, criterion-referenced, and control feedback were compared. Students from two high schools in Northern California serving lower middle and upper middle class populations respectively took a difficult math test and were provided with failure feedback based on either a norm-referenced, criterion-referenced, or non-referenced standard. Participants were offered an opportunity to study before they took a second difficult math test. For socially disadvantaged students (as indicated by mother's highest level of education), norm-referenced feedback resulted in significantly less time studying for the second test. In addition, a significant interaction between level of social disadvantage and type of feedback on change in performance is revealed. In particular, norm-referenced feedback is found to have a significant negative effect on the change in performance of disadvantaged students and a significant positive effect on the change in performance of advantaged students. While feedback type did not significantly affect student just world beliefs, a relationship between just world beliefs and time spent studying that is moderated by level of social disadvantage is revealed. The results add to the literature by generalizing findings from previous research to a different population and to different measures of just world beliefs and motivation suggesting a potential developmental component to the relationship between just world beliefs and motivation. The research also sheds new light on how norm-referenced feedback differentially affects student outcomes depending on level of social disadvantage.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2012 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Cor, Mathew Kenneth |
|---|---|
| Associated with | Stanford University, School of Education. |
| Primary advisor | Haertel, Edward |
| Thesis advisor | Haertel, Edward |
| Thesis advisor | Carter, Prudence L |
| Thesis advisor | Cohen, Geoffrey |
| Advisor | Carter, Prudence L |
| Advisor | Cohen, Geoffrey |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Mathew Kenneth Cor. |
|---|---|
| Note | Submitted to the School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2012. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2012 by Mathew Kenneth Cor
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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