Positive Feedback and Self-Regulation among College Students
Almasol, Shaira Joy P.
Rodel Ocampo
Constructive criticisms are often given than advices, opinions and positive feedbacks so that's why self-regulation is one way to help improve an individual's performance. Self-Regulation is monitoring an individual's own behavior to meet certain standards. It is a way to learn by evaluating or controlling your urges and impulses. This is a great way to improve an individual's abilities by just doing it on his/her own. Delivering positive feedback to an individual to increase the performance and quality of work and the effect of positive feedback on the subject's level of self-regulation is what the study aimed.
Most people need some motivation
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For example, positive feedback is involved when students actively control their study time or their interactions with others (behaviour), and when they monitor and control motivational beliefs to adapt to the demands of the course (e.g. choosing a personal goal orientation). The more learning becomes self‐regulated, the more students assume control over their learning, and the less dependent they are on external teacher support when they engage in regulatory activities (Zimmerman & Schunk, 2004). The literature on external feedback is undeveloped in terms of how teachers should frame feedback comments, what kind of discourse should be used, how many comments are appropriate and in what context they should be made. Much more research is required in this area. One fruitful area of investigation is that currently being conducted by Gibbs and Simpson (2004) on the relationship between feedback and the time students spend on task. They have shown that if students receive positive feedback often and regularly, it enables better monitoring and self‐regulation of progress by students. Other research is investigating the strengths of alternative modes of feedback communication (e.g. audio feedback, computer feedback) and of alternative ways of producing feedback information (e.g. poster productions where students get feedback by comparing their work with that of other students) (Hounsell & McCune, 2003; Hounsell,
In Feedback as a gift, Friedrich makes some good points about how to give and receive feedback.
In conclusion I feel that using effective assessment methods throughout any course allows tutors to give feedback at the right time to allow the correct progress for the learners to achieve. I have experienced feedback many times as coach and more recently as a teacher and feel it has only helped me to improve and to keep wanting to improve so I can inspire others to achieve.
...eate in Annie the self-discipline that she needs, how? I will work with her closely in the academic part, but I need that her parents and family work with her too in their family environment. I will include a realistic feedback about her work done in general and talk about her writing or any other issues. Because feedback is an externally imposed control that works with a person’s self-regulatory capability in order to adjust behavior (p. 412). In addition, in Annie’s case, I will investigate her family relationship, friends, values, and emotional issues. Because, she may be lacking of role models in her family and her social environment and interaction with others can be the factors of Annie deficiency of concentration, motivation, and self-regulation.
The main argument put forth in this article is that Nolen believes that “we need to better understand the connections between teachers’ assessment practices and students’ motivation and engagement in terms of the social systems in which they exist.” (Nolen, 320). She goes on to discuss the significance of formative assessments providing feedback and how this feedback can be used to measure the gap between current and desired performance. This article took into account the “balance of multiple purposes for assessing and providing feedback”. (Nolen, 321). Nolen goes on to state how teachers provide useful information to students in regards to self-assessment but are often just as concerned with student’s emotional issues such as motivation to learn. This article illustrated the connection and significance of student motivation and feedback in regards to formative assessments. It was also helpful to read that even when the feedback on formative assessments is clear, the assessment may still not produce the desired effect on student engagement and learning. This is the central focus question I have and will find out regarding using formative assessments with my students. This article reaffirmed the validity of my action research topic and gave me a realistic outlook on
Self-regulation is a theory of human behavior involving cognitive, affective, motivational, and behavioral components and it refers to self generated thoughts, feelings and actions that are planned and cyclically adapted to the attainment of personal goals (Boekaerts, Pintrich & Zeidner, 2005). Self-regulation is a continuing process that occurs both consciously and unconsciously that affect the ability to control responses (Strauman, Kolden, Stromquist, Davis, Kwapil, Heerey & Schneider, 2001). It is a skill that has overarching effects on an individual’s ability to tolerate unmet wants or needs, handle disappointments and failures, and work towards success. Hence, self-regulation refers to the
Seeing this, the ability of grades to influence and create positive and negative roles to students remains to be the responsibility of the educator. Given that grades help manifest a standard for students to adhere to, teachers must try to create an environment where they can facilitate and motivate students to do better (Tomlinson, 2001). By using grades as an instrument for development, it can create a positive perception for students to improve and seek connections with instruction and course content.
“Self-concept consists of knowledge, views and evaluation of the self, ranging from miscellaneous facts of personal history to the identity that gives a sense of purpose and coherence to life” (McCrae and Costa, 1996). With self-concept, we learn who we are by observing ourselves and using our cognitive processes to judge and evaluate our behaviour. However, with self-regulation, we are able to use this knowledge and judgment and apply it to future situations and so predicts behaviour and says a lot about our personality. If we are willing to cognitively analyse past situations and apply it effectively to future situations, this means we are changing our behaviour, thus changing our
The theories that explain the different types of loops that occurs in an educational system is most useful when explaining why the change should occur and the effects that change will have on the entire educational system, which includes the student, parents, and all faculty and staff in the system. Educational systems incorporate feedback to gauge student experiences; subsequently, that feedback is used to decide if instruction should be altered or if the instructor is utilizing all the required materials for a course. Casual loops that are formed from feedback; thus it allows systems to develop a relationship based upon cause-and-effect (Senge, 2012). Educational systems are able to be reinforced base upon this cause-and effect
Self-improvement initiates both happiness and an increased ability to succeed in things over which we have some but not complete control. Because we cannot control them, the greatest thing we can do is to internalize the goals we form about the things over which we lack complete control. Irvine’s example depicts a person who wants to win a tennis match. This person does not have control over their opponent or how they play, but they do have control over how much they prepare for the match and how they perform during it. If they set goals to train and play to their best ability, then they increase their chances of winning compared to if they did not play as well as they
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language teaching research, 8(3), 263-300. Retrieved March 13, 2012 from, http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ805614&site=ehost-live&scope=site
In this paper, I will be primarily focusing on the importance of feedback in learning. Practise is important to achieve goals but it cannot act alone, in order for a student to accomplish his/her goals he/she needs to practise; while practising it is important to receive feedback. By the end of this paper, I will try to prove why “Feedback is so important in learning”?
Self-discipline is that of an individual to choose the hard right over the easy wrong when nobody
My measurable, specific and realistic goal for this quarter is to exercise at least 10 hours a week by weightlifting, running, and swimming for the next 10 weeks. To be able to do that, I would need to have positive reinforcement to keep me going, help give me that little push that I need every day. One positive reinforcement that I absolutely love to use is food. After a hard day of working out, I buy myself something nice to eat, like good pizza or burritos. This way I become more likely to work out knowing that I will get something doo to eat after. I like to believe that food is my number 1 enforcer. It will always be there when I need it, it satisfies me tremendously, and overall it is just ridiculously reinforcing. As a result I try to
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
We need to continuously assess and evaluate our students so we can set appropriate goals for each student and individual instructions. Each child learns different, so as a teacher we need to have different styles of teaching for positive reinforcement.