dc.contributor.author
Núñez Peña, María Isabel
dc.contributor.author
Bono Cabré, Roser
dc.contributor.author
Suárez Pellicioni, Macarena
dc.date.issued
2020-01-30T17:06:59Z
dc.date.issued
2020-01-30T17:06:59Z
dc.date.issued
2015-02-22
dc.date.issued
2020-01-30T17:07:00Z
dc.identifier
https://hdl.handle.net/2445/149083
dc.description.abstract
The aim of this study was to investigate the effectiveness of a formative assessment system in improving students' learning. This system involved giving feedback to students regarding the errors they made in a series of assignments performed during a course. Participants were 166 students enrolled in a core course of the degree in psychology offered by the University of Barcelona. Attendance at feedback classes was found to be positively correlated with students' grades, whereas the correlation between math anxiety scores and final exam grades was not significant. Exam grades were only predicted by the 'perceived usefulness of feedback' factor, suggesting that feedback may have helped to reduce the negative impact of math anxiety on students' academic achievement.
dc.format
application/pdf
dc.relation
Versió postprint del document publicat a: https://doi.org/10.1016/j.ijer.2015.02.005
dc.relation
International Journal Of Educational Research, 2015, vol. 70, p. 80-87
dc.relation
https://doi.org/10.1016/j.ijer.2015.02.005
dc.rights
(c) Elsevier, 2015
dc.rights
info:eu-repo/semantics/openAccess
dc.source
Articles publicats en revistes (Psicologia Social i Psicologia Quantitativa)
dc.subject
Educació superior
dc.subject
Higher education
dc.title
Feedback on students' performance: A possible way of reducing the negative effect of math anxiety in higher education
dc.type
info:eu-repo/semantics/article
dc.type
info:eu-repo/semantics/acceptedVersion
