Written feedback in mathematics: Mediated by students' perception, moderated by goal orientation

By Katrin Rakoczy, Birgit Harks, E. Klieme, Werner Blum, Jan Hochweber. 2013

127 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/299fac6174b5b2578f2ee836aef3902c59543cb9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. S. Schukajlow
2. Katrin Rakoczy
3. André Krug
4. Reinhard Pekrun
5. Thomas Goetz
6. A. Frenzel
7. Kou Murayama
8. Nathan C. Hall

In Experimental and Cognitive Psychology

1. S. Schukajlow
2. Katrin Rakoczy
3. André Krug
4. Reinhard Pekrun
5. Thomas Goetz
6. A. Frenzel
7. Nathan C. Hall
8. Kou Murayama

In Social Psychology

1. Katrin Rakoczy
2. S. Schukajlow
3. André Krug
4. Reinhard Pekrun
5. Thomas Goetz
6. A. Frenzel
7. Nathan C. Hall
8. Kou Murayama

Citations in the corpus

• Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “Accordingly, written feedback on a mathematics test as a central aspect of supportive climate showed a positive impact on students’ interest development when it was perceived as supporting competence and useful for further learning (Rakoczy et al. 2013).”
• Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “Most of the items were taken from the sizeable pool of items from other studies (Leiss et al. 2010; Rakoczy et al. 2013; Schukajlow et al. 2009).”