motivation feeback theory development
TRANSCRIPT
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).