Publication Date

2018

Document Type

Dissertation/Thesis

First Advisor

Shumow, Lee

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Educational psychology; Education

Abstract

This thesis examines the type of feedback 12th grade AP English Literature students received from their teacher on their written assignments, and the students' perceptions of their teacher's feedback. It also examines associations between that feedback and students' mastery goal orientation, mindset toward writing, as well as the revisions and improvement they make in their writing skills over the course of a school year. The goal of the current study was to identify the types of feedback that impact an adolescent's value of effort and the writing process. Descriptive statistics, hierarchical multiple regression, and binary logistic regression were used to analyze objectively coded teacher feedback and student survey responses. The most common type of feedback the 12 th grade AP English literature students received was directive comments focused on the content/ideas of the students' essays. Students perceived their teacher's feedback was useful as a guide for improving their writing skills. There was not a statistically significant relationship between teacher feedback and the students' mindset or goal orientation, but future studies may be able to reexamine this relationship with different factors and/or a larger sample size.

Comments

Advisors: Lee Shumow.||Committee members: Lindsay Harris; Stephen Tonks.||Includes bibliographical references.

Extent

124 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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