The Impact Of Teacher Assessment Feedback On Junior High School Students' Intrinsic Learning Motivation

Intrinsic learning motivation is the driving force for students to study hard and achieve excellent results.Researchers have made some progress on the impact of teacher feedback on students' learning motivation,but lack of research on the impact of teacher evaluation feedback on students' internal learning motivation,especially for junior high school students.In order to expand the research in this field,the research problem of this study is to design experiments to investigate the impact of different types of teacher evaluation feedback on junior high school students' intrinsic learning motivation.In terms of research methods,we refer to Wilbert's experimental paradigm,design artificial words for tasks,and use "motivated strategies for learning questionnaire,MSLQ" and "achievement goal orientation scale" to investigate students' intrinsic learning motivation and achievement goal orientation type,so as to explore the change of junior high school students' intrinsic learning motivation under teacher evaluation feedback,and investigate the effect of different types of teacher evaluation feedback on junior high school students' intrinsic learning The difference of learning motivation.Experiment 1 investigated whether there were significant differences in the intrinsic learning motivation of junior high school students with different achievement goal orientations under the feedback of teachers' individual evaluation and social evaluation.Using the achievement goal orientation scale,30 students with mastery goal orientation and 30 students with achievement goal orientation were randomly selected as the subjects,and the remaining 30 students were selected as the sample reference before the formal experiment.This sample was not fed back by teachers.This sample data was used as the comparison data of teachers' social feedback group.Students in the social feedback group were told the position ranking of individual scores relative to the scores of the top 30 students in these formal experiments,and students in the individual feedback group were told the progress scores relative to the task practice of the first artificial word.The study used 2(teacher evaluation feedback type: individual feedback,social feedback)and 2(student achievement goal orientation type: mastery orientation,performance orientation)experimental designs.The results show that: first,the main effect of teacher evaluation feedback type is significant.Compared with junior high school students in the condition of teacher social feedback,junior high school students in the condition of individual feedback have higher intrinsic learningmotivation.Second,the main effect of achievement goal orientation type of junior high school students is significant.Compared with achievement goal orientation students,mastery goal orientation students have higher intrinsic learning motivation.Thirdly,there is a significant interaction between teacher evaluation feedback type and achievement goal orientation type of junior high school students.When it is in the condition of teacher individual evaluation feedback,the intrinsic learning motivation of students with mastery goal orientation is higher than that of students with achievement goal orientation.In Experiment 2,we further investigated the influence of positive and negative teachers' individual evaluation feedback on the internal learning motivation of students with high and low achievement levels.Students with high and low achievement levels were selected by 33%of the students who scored first and last in the task with artificial words in Experiment 1.Each group had 20 students.Students in both high and low achievement groups received positive and negative teachers' individual evaluation feedback,Students of different grades were told their "progress" and "regression" scores relative to the first time of task practice.The study used 2(teacher individual evaluation feedback titer type: positive individual feedback,negative individual feedback)and 2(student performance level: high score,low score)experimental design between subjects.The results show that: first,the main effect of teachers' individual evaluation feedback valence is significant,compared with the junior high school students under the condition of negative teachers' individual feedback,the junior high school students under the condition of positive individual evaluation feedback have higher scores of intrinsic learning motivation.Second,the main effect of students' achievement level is not significant,and there is no significant difference between high and low level students' intrinsic learning motivation scores.Third,there is no significant interaction between teachers' individual evaluation feedback valence and junior high school students' achievement level.Research shows that different types of teacher evaluation feedback have different effects on their intrinsic learning motivation,whether for junior high school students with different goal orientation types or for junior high school students with different performance levels.Teachers' feedback on individual evaluation of junior high school students can promote their intrinsic learning motivation better than social evaluation feedback,especially the effect of positive individual evaluation feedback is better.