不同回饋操弄對臺灣國中生期望──價值信念與學習表現之影響

The Power of Feedback Manipulations: Effects on Taiwanese Junior High School Students' Expectancy-Value Beliefs and Academic Performance

本研究採用教學實驗法，將實驗操弄融入公民與社會科課程，考驗不同回饋對學生持有之期望──價值信念與學習表現的影響。本研究共抽取170位七年級學生參與研究，以班級為單位進行不同回饋操弄（自我／常模／多重參照回饋組、對照組），並於第一次～第三次段考前／後三個階段蒐集學生的期望──價值信念與學習表現資料。蒐集資料以二因子混合樣本變異數分析與單因子共變數分析考驗之。本研究結果顯示：不同回饋對學習者持有的動機信念與學習表現帶來不同效果。常模與多重參照回饋組對自我效能的效果較大，在第三次測量得分顯著高於第一次測量與對照組；多重參照回饋組對學生持有的重要效用性信念之正向效果最大，能提升學生在第二階段的重要效用性信念，並隨著操弄次數增加，在第三階段持續維持正向效果；而其他三組學生的重要效用信念則隨時間逐漸下滑。最後，本研究發現：在排除第一次學習表現後，自我參照回饋組的第二次學習表現顯著高於多重參照回饋組與對照組，但與常模參照回饋組無差異；隨著回饋操弄時間增加，三組實驗組的第三次學習表現均顯著高於對照組，但此三組之學習表現並無差異。本研究依據研究結果進行討論，並提出教學與未來研究建議。

"The feedback given by teachers to students is one of the most important and frequent instructional practices in theclassroom, which would affect the individual’s learning motivation, emotions, strategies, behavior and performance. Theconcept of feedback (i.e., evaluation) is conceived as information about a students’performance on a leaning task or a test(Pekrun et al., 2014), which conveying different types of messages, such as performance improvement vs. relative performance(Butler, 1987; Steele-Johnson et al., 2008), success vs. failure feedback (Senko & Harackiewicz, 2005), temporal evaluation vs.normative evaluation (Butler, 2006), and self-referential feedback vs. normative feedback (Pekrun et al., 2014). So far, a numberof studies have addressed which types of feedback students received after task engagement influences on their achievementgoals and achievement-relevant outcomes (e.g., Butler, 1987, 2006; Pekrun et al. 2014; Senko & Harackiewicz, 2005). However,a few studies have examined the impact of multiple feedback on students’learning motivations and outcomes except for thesynthesize-referenced feedback (combining effects of normative and self-referential feedback) proposed by Ju and Lin (2011);in addition, the impact of feedback on both students’expectancy and value belief has been neglected. Accordingly, based onthe view of multiple goal on achievement goal theory (Pintrich, 2000), the expectancy-value theory (Eccles et al., 1983), andwork by Ju and Lin, we proposed a framework linking different kinds of feedback to learning motivations and performance.More specifically, we addresses self-referential feedback based on student’s improvement of performance over time, normativefeedback based on comparing a students’performance with the performance of other students, and multiple-referential feedbackbased on the combined characteristics of the above two feedbacks. It posited that these kinds of feedback influence students’expectancy-values beliefs and academic performance. These hypotheses were examined in a teaching experimental study withjunior high school students."