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EFFECTS OF GOAL ORIENTATION DIRECTED
FEEDBACK ON LEARNING AND MOTIVATIONAL
OUTCOMES AS MODERATED BY TRAIT GOAL ORIENTATION
by
Jude Higdon
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2007
Copyright 2007 Jude Higdon
Object Description
| Title | Effects of goal orientation directed feedback on learning and motivational outcomes as moderated by trait goal orientation |
| Author | Higdon, Jude |
| Author email | jude_higdon@post.harvard.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Psychology & Technology) |
| School | Rossier School of Education |
| Date defended/completed | 2007-07-26 |
| Date submitted | 2007 |
| Restricted until | Unrestricted |
| Date published | 2007-08-22 |
| Advisor (committee chair) | Hocevar, Dennis |
| Advisor (committee member) |
Brown, Richard Sherdon Munro, Allen |
| Abstract | In line with the APA's (1997) learner-centered principles, pedagogies that address factors personal to the learner are increasingly relevant. Feedback, long seen as a staple of constructive learning environments, is a highly individualized process that is known to interact with many of these personal factors to affect learning outcomes differentially among learners. Goal orientation, or choice behavior in achievement contexts (DeShon and Gillespie, 2005), is one such personal factor. It follows that goal orientation should interact differentially with feedback to affect learning outcomes. We expect individuals receiving feedback that contains information relevant to their goal orientation better to attend to and integrate feedback into productive responses to improve learning and motivational outcomes when performing achievement tasks.; This study explored this hypothesis through an experimental design. Aligned with Cronbach and Snow's (1977) attribute treatment interaction (ATI) paradigm, 200 students at a major southern California research institution were measured for goal orientation (mastery or performance) for a simple achievement task, a number game called sudoku. Individuals were then randomly assigned to receive mastery-based feedback or performance-based feedback. Pre- and post-measures were recorded for a host of learning and motivational indicators: self-efficacy, internal locus of control, persistence, effort, and performance on the achievement task. We hypothesized that individuals receiving feedback that provides information toward a goal orientation for which they are strong would demonstrate greater gains, and express greater overall effect sizes, for each of these individual learning and motivational indicators. |
| Keyword | goal orientation; goal theory; feedback; feedback theory; motivation |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Type | texts |
| Legacy record ID | usctheses-m796 |
| Rights | Higdon, Jude |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Higdon-20070822 |
| Archival file | uscthesesreloadpub_Volume29/etd-Higdon-20070822.pdf |
Description
| Title | Page 1 |
| Full text | EFFECTS OF GOAL ORIENTATION DIRECTED FEEDBACK ON LEARNING AND MOTIVATIONAL OUTCOMES AS MODERATED BY TRAIT GOAL ORIENTATION by Jude Higdon A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2007 Copyright 2007 Jude Higdon |
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