Het effect van positieve feedback op emoties en aandacht tijdens een rekentaak

Abstract

Background: Feedback has shown to be an effective way to enhance educational achievement. However, according to the Education Inspectorate (2015) it appears that teachers in the Netherlands do not provide enough feedback to their students during lessons. Purpose: Current research examined the relationship between positive emotions and the degree of focused attention, by comparing receiving positive feedback to negative feedback or no feedback. Method: A sample of 99 students from the 6th grade were matched a-selectively to three different feedback conditions. After making a mathematic test in class, individual students were offered feedback in a standardized manner. After receiving feedback, the students made contextual mathematical sums on the Tobii T120 Eye-Tracker to measure the degree of focused attention. Students’ self-concept and enjoyment after receiving feedback were taken in as mediator. The self-concept on the pre-measurement was taken in as a covariate. Results: Feedback does not seem to have a influence on the enjoyment experienced in mathematics. Receiving feedback does also not seem to have a significant influence on the degree of focused attention. The measurement prior to the research seems to be a significant predictor to enjoyment and focused attention. Conclusion: The research question and hypotheses were not confirmed in all expectations by the research results. This may be explained by a sample that is too small.