ANNOTATED BIBLIOGRAPHY

The question that I have come up with about Education is “What are The Effects of Negative and Positive feedbacks to a Student’s learning?”

1.    Effects of Different Evaluative feedback on Students ‘Self-efficacy in learning

Joanne C. Y. Chan and Shui-fong Lam; Instr Sci (2010) 38:37–58, 2008,DOI 10.1007/s11251-008-9077-2

This article has information about how the teachers believe that feedback has an effect on how students learn effectively. This was experimented through a normal English class in a computer room with English vocabulary questions and such. The authors believe that figuring this evaluative feedbacks effect the self-efficacy in learning of students, they would be in the brink of solving what makes a good learning environments for students.

2.    Grade retention: decision-making and effects on learning as well as social and

emotional development

P. Bonvina,G. Blessa and M. Schuepbach: School Effectiveness and School Improvement ; March 2008,Vol. 19, No. 1, pages1–19

This article talks about the effects on grade retained students. How their learning and social development was affected. This is relates to my question because the research includes the impact (whether good or bad) it has on students which is basically what my question’s about. The authors  had to keep track of grade retained students and how they’re doing compared to those who were a grade promoted.

3.    Learned Helpness: The effect of failure in test-taking

Michael Firmin ,Chi-en Hwang, Margaret Copella, Sarah Clark: Education, Vol. 124

No.4 pages 690-691

This article relates to my topic because it digs deep in the effects of not just feedbacks but specifically the failure in test-taking. Test-taking has more of a heavier effect on a student rather than a verbal feedback. An experiment was held with 2 kinds of tests one starting with easy questions, one with hard ones. Results show that the people who the test with hard questions first didn’t finish.

4.    Preoccupation with Failure Affects Number of Study Hours—Not Academic Achievement

Geir Scott Brunborg, Ståle Pallesen, Åge Diseth and Svein Larsen University of Bergen:Scandinavian Journal of Educational Research;Vol. 54, No. 2, April 2010,pages125–132

This article relates the topic because if a student is preoccupied with failure would that “effect” the amount of time a student spends studying? Using questionnaires,  Results show that high school grade point average was positively correlated with academic achievement and negatively correlated with number of study hours. Number of study hours was positively related with academic achievement.

5.    Using Teacher-Written Praise Notes to Promote a Positive Environment in a Middle School

Julie A. Peterson Nelson, Benjamin J. Young, Ellie L. Young, and Gregory Cox: Preventing School Failure; Vol. 54, No. 2, pages 120-124

This article specifically talks about positive feedback, like praise notes from teachers given to students when something was achieved. The procedure done by the authors involved a 2 year experiment of teachers giving praise notes to students, Results show that those who received more positive feedback didn’t get any office disciplinary referrals, and the ones that did, got a little less praise compared to those who didn’t.