The Role of Feedback in Young People's Academic Choices

Autor/inn/en	Skipper, Yvonne; Leman, Patrick J.
Titel	The Role of Feedback in Young People's Academic Choices
Quelle	In: International Journal of Science Education, 39 (2017) 4, S.453-467 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1294783
Schlagwörter	Foreign Countries; Early Adolescents; Middle School Students; Feedback (Response); Course Selection (Students); Gender Differences; Females; Disproportionate Representation; STEM Education; Engineering; Student Attitudes; Academic Ability; Teacher Influence; Attribution Theory; Hypothesis Testing; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Course selection; Kurswahl; Geschlechterkonflikt; Weibliches Geschlecht; STEM; Maschinenbau; Schülerverhalten; Hypothesenprüfung; Hypothesentest; Statistische Analyse
Abstract	Women are underrepresented in Science, Technology, Engineering and Mathematics subjects with more girls leaving these subjects at every stage in education. The current research used a scenario methodology to examine the impact of teacher feedback on girls' and boys' choices to study a specific science subject, engineering. British participants aged 13 (N = 479) were given scenarios where a new teacher encouraged them to take engineering using person feedback which focussed on their abilities, process feedback which focussed on their effort levels or gave them no reason. Results suggested that both boys and girls were more likely to select to study engineering when they received person feedback rather than process or no feedback. Young people also thought that ability was more important to being successful in science than in non-science subjects.This suggests young people feel that ability is needed to succeed in science subjects and person feedback can lead them to believe that they have this ability. Therefore, teacher feedback which gives ability attributions for possible success could be used to encourage more young people to persist in science. However, the potentially negative longer term outcomes of ability attributions and how they may be negated are also discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01