The Effects Of Feedback On Junior High School Students' Learning Performance

Feedback,as one of the most important external intervention for teachers in students' learning process,has been widely applied in educational teaching activities.Existing studies have divided feedback into different types from different perspectives and discussed them.However,the mechanism of feedback,especially the effects of positive feedback and negative feedback,immediately feedback and delayed feedback on students' learning effect,has not reached a consistent conclusion.Previous studies have found that students' academic self-efficacy is also one of the major variables affecting learning performance,may moderate students' learning performance.Therefore,the present study intends to bind feedback with academic self-efficacy to discuss the effect of feedback on learning outcomes of students with varied academic self-efficacy.In this study,three experiments were conducted to explore the effect of feedback on the learning performance of junior high school students.Experiment 1 verified the moderating role of academic self-efficacy on the effect of feedback valence on junior high school students' learning performance;Experiment 2 verified the moderating role of academic self-efficacy on the effect of feedback timing on junior high school students' learning performance;Experiment 3 verified the moderating role of academic self-efficacy on the effect of feedback valence on junior high school students' learning performance under different feedback timing.Through the above three experiments,the following conclusions are drawn:1.Positive feedback can improve the learning performance of junior high school students more than negative feedback.2.Academic self-efficacy plays a moderating role in the influence of feedback valence on junior high school students' learning performance.For students with high academic self-efficacy,positive feedback and negative feedback have no significant effect on students' learning performance;for students with low academic self-efficacy,positive feedback has better promoting effect than negative feedback.3.Immediately feedback can improve the learning performance of junior high school students better than delayed feedback.4.Academic self-efficacy plays a moderating role in the influence of feedback timing on junior high school students' learning performance.For students with high academic self-efficacy,immediately feedback and delayed feedback have no significant effect on students' learning effect;for students with low academic self-efficacy,immediately feedback is better than delayed feedback in promoting performance.5.The interaction between feedback valence and feedback timing affects the learning performance of junior high school students.Under the condition of immediately feedback,the learning effect of positive feedback group is better than that of negative feedback group;under the condition of delayed feedback,the learning effect of positive feedback group and negative feedback group is not significant.6.The interaction of feedback timing,feedback valence and academic self-efficacy affects junior high school students' retention test scores.Under the condition of timely feedback,academic self-efficacy plays a moderating role in the influence of feedback valence on junior high school students' retention test;under the condition of delayed feedback,academic self-efficacy has no moderating effect on the effect of feedback valence on junior high school students' retention test.7.The interaction of feedback timing,feedback valence and academic self-efficacy does not affect the total score and comprehension test score of junior high school students.