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Promoting Middle School Students’ Learning Motivation and Academic Emotions via Student-Created Feedback for Online Student-Created Multiple-Choice Questions

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Abstract

The comparative effects of student-created feedback for online student-created multiple-choice questions (the experimental group) and online student-created multiple-choice questions alone (the control group) on middle school-aged students’ learning motivation and both positive and negative academic emotions were examined. A non-equivalent control group design was adopted. One hundred and nine seventh graders from four intact classes participated for 9 weeks. The results of the ANCOVA indicated that students in the experimental group scored significantly higher than those in the control group in learning motivation and positive academic emotions in the subject matter studied. No statistically significant differences in negative academic emotions in the subject matter studied between the two groups were supported by the ANCOVA results. Based on the findings, suggestions for instruction and future studies were provided.

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Acknowledgements

This work was supported by the Ministry of Science and Technology, Taiwan under the Grant Number: MOST 105-2511-S-006-005-MY3.

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  1. Institute of Education, National Cheng Kung University, No. 1, University Road, Tainan City, Taiwan, 70101, Republic of China

    Fu-Yun Yu, Wan-Shan Wu & Hsun-Chih Huang

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Yu, FY., Wu, WS. & Huang, HC. Promoting Middle School Students’ Learning Motivation and Academic Emotions via Student-Created Feedback for Online Student-Created Multiple-Choice Questions. Asia-Pacific Edu Res 27, 395–408 (2018). https://doi.org/10.1007/s40299-018-0398-x

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