title: The effects of augmented feedback on students' perceptions and performance.
abstract: The effects of augmented feedback on perceptions of ability (SPA), practice behaviors, and performance during motor skill instruction of a novel task were investigated. Fourth-grade students (N = 103) were randomly assigned to one of four conditions: (a) no feedback; (b) motivational feedback; (c) task feedback; or (d) motivation and task feedback. They then practiced simple and complex cupstacking skills. On a relatively simple task, the type of feedback did not have a significant effect on children's SPA, practice behaviors, or performance; but on a more complex task, differential effects of feedback were evident. Results indicate that informational feedback is an important factor in facilitating student engagement, fostering positive perceptions of ability, and ultimately improving performance on a challenging task.
authors.affiliation: Department of Health, Human Performance and Recreation, Baylor University, USA. Karen_Fredenburg@baylor.edu
authors.forename: K B
authors.initials: KB
authors.lastname: Fredenburg
authors.forename: A M
authors.initials: AM
authors.lastname: Lee
authors.forename: M
authors.initials: M
authors.lastname: Solmon
mesh_terms: D000704:Analysis of Variance; D001076:Aptitude; D002648:Child; D030141:Feedback, Psychological; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D009042:Motivation; D010806:Physical Education and Training / Q000379:methods*; D011214:Practice, Psychological; D012649:Self Concept; D013334:Students / Q000523:psychology*; D013647:Task Performance and Analysis