The effects of augmented feedback on students' perceptions and performance

Citation
Kb. Fredenburg et al., The effects of augmented feedback on students' perceptions and performance, RES Q EXERC, 72(3), 2001, pp. 232-242
Citations number
47
Language
INGLESE
art.tipo
Article
Categorie Soggetti
Psycology
Journal title
RESEARCH QUARTERLY FOR EXERCISE AND SPORT
ISSN journal
0270-1367 → ACNP
Volume
72
Issue
3
Year of publication
2001
Pages
232 - 242
Database
ISI
SICI code
0270-1367(200109)72:3<232:TEOAFO>2.0.ZU;2-Y
Abstract
The effects of augmented feedback on perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task were investigated. Fourth-grade students (N = 103) were randomly assigned t o one of four conditions: (a) no feedback; (b) motivational feedback; (c) t ask feedback; or (d) motivation and task feedback. They then practiced simp le and complex cupstacking skills. On a relatively simple task, the type of feedback did not have a significant effect on children's SPA, practice beh aviors, or Performance, but on a more complex task, differential effects of feedback were evident. Results indicate that informational feedback is an important factor in facilitating student engagement, fostering positive per ceptions of ability, and ultimately improving performance on a challenging task.