Trajectories of Students' Writing Feedback Attitudes

Autor/inn/en	Zumbrunn, Sharon; Ekholm, Eric; Broda, Michael; Koenka, Alison C.
Titel	Trajectories of Students' Writing Feedback Attitudes
Quelle	In: Journal of Experimental Education, 91 (2023) 4, S.676-695 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Broda, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2022.2064413
Schlagwörter	Writing Evaluation; Writing Instruction; Feedback (Response); Teaching Methods; Student Attitudes; Positive Attitudes; Peer Evaluation; Teacher Student Relationship; Attitude Change; Instructional Program Divisions; Gender Differences; Elementary School Students; Middle School Students; Cohort Analysis; Writing Attitudes + Suchen Sie Ihr Suchwort? Schreibunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Attitudinal change; Einstellungsänderung; Geschlechterkonflikt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kohortenanalyse
Abstract	Students' acceptance and use of feedback to improve their writing may be influenced by their attitudes toward receiving such feedback. In the present study, we investigated the trajectories of students' attitudes toward receiving feedback on their writing from teachers and peers in Grades 3-7. Data were collected from 1,071 students in the fall of three consecutive academic years using a cohort-sequential design. Results indicate that students have a generally positive attitude toward receiving writing feedback by both peers and teachers at all grades. However, results of parallel process latent growth modeling suggest that these attitudes decline annually between third and seventh grade. Further, both trajectories seem to shift between fifth and sixth grade, suggesting different processes between Grades 3-5 and Grades 5-7. Finally, female students tended to like receiving feedback from teachers and peers more than their male peers. (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	2024/1/01