The impact of cognitive and motivational resources on engagement with automated formative feedback

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2023-10-01 DOI:10.1016/j.cedpsych.2023.102234

Veronika Barkela , Lukas Schmitt , Miriam Leuchter

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Abstract

The effectiveness of automated formative feedback highly depends on student feedback engagement that is largely determined by learners’ cognitive and motivational resources. Yet, most studies have only investigated either cognitive resources (e.g., mental effort), or motivational resources (e.g., expectancy-value-cost variables). The purpose of this study is to examine the development (indicated by time) and relationship of 1) cognitive, 2) affective, and 3) behavioral feedback engagement as a function of cognitive and motivational resources in a computer-based learning environment with automated formative feedback. Data was collected from N = 330 German B.Ed. Elementary Education students who worked four consecutive sessions on summarizing texts. Previously invested mental effort (t − 1) affected situational expectancy and cost but not situational value. 1) Cognitive feedback engagement was positively associated with previous performance but neither associated with cognitive nor motivational resources. 2) Affective feedback engagement was positively associated with intrinsic value and negatively associated with situational expectancies, invested mental effort and previous performance. 3) Behavioral feedback engagement was positively associated with situational expectancies and invested mental effort. This study contributes to the understanding of student’s cognitive and motivational structures when engaging with automated formative feedback.

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认知和动机资源对参与自动化形成性反馈的影响

自动形成性反馈的有效性在很大程度上取决于学生的反馈参与度，而反馈参与度很大程度上由学习者的认知和动机资源决定。然而，大多数研究只调查了认知资源（如心理努力）或动机资源（如期望值成本变量）。本研究的目的是考察在具有自动形成性反馈的基于计算机的学习环境中，1）认知、2）情感和3）行为反馈参与作为认知和动机资源的函数的发展（以时间表示）和关系。数据收集自330名德国基础教育学士学生，他们连续四次进行文本总结。先前投入的心理努力（t-1）影响情景预期和成本，但不影响情景价值。1）认知反馈参与与先前的表现呈正相关，但与认知或动机资源无关。2）情感反馈参与与内在价值呈正相关，与情境预期、投入的心理努力和先前的表现呈负相关。3）行为反馈参与与情境预期和投入的心理努力呈正相关。这项研究有助于理解学生在进行自动形成性反馈时的认知和动机结构。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.