motivation feeback theory development

Kristin Firmery

6100 ATTDTraining Motivation and Feedback

Purpose Statement

The purpose of the study is to examine the influence of feedback on motivation to learn

through the evaluation of course outcomes and application of feedback to individual and

instructor characteristics.

Klein, Noe, Wang (2008)

Individual Characteristics

Course Outcomes

Perceived Barriers/Enablers

Instructor Characteristics

Motivation to Learn

Klein, Noe, Wang (2008)

Individual Characteristics

Perceived Barriers/Enablers

Instructor Characteristics

Individual Motivation

GroupMotivation

Kristin Firmery 2014

Individual Characteristics

Course Outcomes

Perceived Barriers/Enablers

Instructor Characteristics

Motivation to Learn Evaluation

Feedback

Feedback

Relationship between feedback, motivation to learn, and individual characteristics

• Increased informative feedback increases effort in learner which increases motivation to learn (Shute, 2008).

• Students gain a sense of control through feedback they receive from teachers (Martin and Dowson, 2009).

• Attribution theory proposes that students gain a sense of control and locus through feedback from teachers. Specific consequences of attributions (such as sense of personal control) can be developed through feedback from teachers (Martin and Dowson, 2009).

Relationship between feedback, motivation to learn, and instructor characteristics

• The effect of formative feedback on student motivation is found to be related to the teacher’s classroom behavior (El, Tillema, Koppen, 2012).