The Influence of Student Characteristics on Responses to Academic Feedback

学生特征对学术反馈反应的影响

• 批准号: 2111067
• 负责人: Tiffany Ito
• 金额: $ 59.92万
• 依托单位: University of Colorado at Boulder
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2111067&HistoricalAwards=false
• 关键词: Influence; Student; Characteristics; Responses; Academic

This project aims to serve the national interest by improving the way faculty give undergraduates feedback about their academic performance. Feedback is intended to promote student learning and achievement. However, relatively little research has explicitly studied how STEM students interpret feedback and whether feedback has its intended effects. This project will examine how students’ reactions to feedback are shaped by their self-perceptions, such as their confidence in mastering STEM material and their feelings of being accepted in the field. The project will test whether several types of feedback produce equally beneficial outcomes for students with different self-perceptions. The goal of the project is to build a knowledge base about the factors that affect students’ responses to academic feedback. It is anticipated that this knowledge may be incorporated into evidence-based STEM teaching practices at many types of institutions. In addition, knowledge gained about how students’ self-perceptions shape their reactions should be relevant to other aspects of STEM teaching and course design, such as describing learning goals or the instructor’s teaching philosophy. Individuals vary in their academic self-perceptions, with some feeling higher efficacy and belonging in the field than others. Systematic differences also exist between students, with women on average reporting lower efficacy and belonging in STEM than men. The impact of these individual and gender differences on students’ reactions to academic feedback will be examined in laboratory studies in which student volunteers agree to complete representative STEM assignments that are evaluated by a person who is communicating with the student online. The study will examine key variables shown to affect responses to feedback in other contexts, such as the gender of the evaluator, students’ self-efficacy, and whether students think the evaluator knows their gender. As a second major goal, the project will also evaluate specific theory-informed ways to deliver feedback with the goal of maximizing the benefits of feedback for all students. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. This project is in the Engaged Student Learning track, through which the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目旨在通过改善教师对本科生学业表现的反馈方式来服务于国家利益。反馈旨在促进学生的学习和成就。然而，相对较少的研究明确地研究了STEM学生如何解释反馈以及反馈是否具有预期的效果。这个项目将考察学生对反馈的反应是如何由他们的自我认知形成的，例如他们对掌握STEM材料的信心以及他们在领域中被接受的感觉。该项目将测试几种类型的反馈是否对具有不同自我认知的学生产生同样有益的结果。该项目的目标是建立一个关于影响学生对学术反馈反应的因素的知识库。预计这种知识可能会被纳入许多类型机构的循证STEM教学实践中。此外，关于学生的自我认知如何塑造他们的反应的知识应该与STEM教学和课程设计的其他方面相关，例如描述学习目标或教师的教学理念。个体的学业自我认知各不相同，其中一些人比其他人感觉到更高的效能和对该领域的归属感。学生之间也存在系统差异，女性报告的STEM成绩和归属感平均低于男性。这些个体和性别差异对学生对学术反馈的反应的影响将在实验室研究中得到检验，在实验室研究中，学生志愿者同意完成具有代表性的STEM作业，并由与学生在线交流的人进行评估。这项研究将考察在其他情况下影响反馈反应的关键变量，如评估者的性别、学生的自我效能感，以及学生是否认为评估者知道他们的性别。作为第二个主要目标，该项目还将评估提供反馈的具体理论方法，目标是最大限度地为所有学生提供反馈的好处。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。该项目处于参与学生学习轨道中，通过该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。