피드백 유형과 과제지속의 관계에 대한 피드백 수용성의 조절효과 = Relationship between Feedback Types and task persistance: Moderating Effects of Feedback Acceptance

국문 초록 (Abstract)

본 연구의 목적은 피드백 유형과 과제지속의 관계에 대한 피드백 수용성의 조절효과를 확인하 고 이를 통해 학습에 유용한 피드백 유형을 확인하는 것이다. 이를 위해 초등학교 4,5학년생을 대 상으로 사전-사후 통제집단 설계에 의한 실험을 4주간 수행하였다. 실험집단은 세 집단으로 구성 하여 세 가지 유형의 피드백(규준참조피드백, 자기참조피드백, 정보피드백) 조건에 각각 할당하였 다. 그리고 측정시기에 따른 과제지속을 종속변인으로 가정하여 피드백의 효과를 확인하였다. 분 석결과 피드백 수용성을 고려하지 않은 조건에서는 세 가지 피드백 유형 모두가 과제지속에 긍정 적 영향을 미치는 것으로 확인되었다. 반면 피드백 수용성의 조절효과를 고려할 경우 피드백 수 용성 상위 집단에서는 세 가지 피드백 유형 모두가 하위 집단에서는 정보피드백만이 과제지속에 긍정적 영향을 미치는 것으로 나타났다. 그리고 피드백을 제시하지 않은 통제집단에서는 어떤 경 우에도 유의미한 변화가 확인되지 않았다.

다국어 초록 (Multilingual Abstract)

the purpose of this study was to investigate the effects of feedback acceptance on task persistance by three types of feedbacks. Three 5th grade and 5th classes were chosen to be assigned as experimental goroup 1, group 2, group 3 and control group, repectively. In experimental group 1, teacher provided normative feedback with students compaired by the levels of other students. Experimental group 2, student were received self-reference feedback which gives experiences of successful achievement about similar task. Experimental group 3, students were received informative feedback that contains solutions of given task. No feedback was offered to students in the control group. Feedback acceptance were examined at the end of experiment by using self-reported questionnaires. Task persistance was assessed by using of the workbook developed by experimenter. The result of this experiment reveals that high level group of feedback acceptance has positive effects of task persistance for all type of feedback but low level group only for informative feedback. This study presents two implications on how to choose feedback type for teaching. In the viewpoint of generality, informative feedback is more effictive feedback type for student`s task performance than other types of feedback. and the higher feedback acceptance of students the longer persistance of task.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• 1. 피드백 수용성
• 2. 피드백 유형
• Ⅲ. 연구방법
• 1. 실험대상
• 2. 연구설계 및 절차
• 3. 연구도구
• 4. 분석방법
• Ⅳ. 연구결과
• 1. 피드백 유형에 따른 과제지속의 차이
• 2. 피드백 수용성의 조절효과
• Ⅴ. 논의

참고문헌 (Reference)

1 박정, "형성평가의 재등장과 교육 평가적 시사" 한국교육평가학회 26 (26): 719-738, 2013

2 성태제, "현대교육평가" 학지사 2014

3 김종백, "학습실패가 기억 및 수행에 미치는 영향 테스트를 위한 애플리케이션 개발: 학습목표의 유형, 과제 난이도, 피드백 유무를 중심으로" 한국교육심리학회 30 (30): 429-446, 2016

4 김찬종, "피드백 제공자에 따른 초등학생들의 과학 학업 성취도 차이 및 피드백에 대한 반응" 한국초등과학교육학회 24 (24): 111-122, 2005

5 고수일, "피드백 수용도의 결정 요인" 6 (6): 21-44, 2004

6 임태민, "초등수학 수업에서의 피드백 유형 및 학생의 반응" 초등교육연구원 20 (20): 37-54, 2009

7 서영진, "작문 활동에서 동료 피드백 유형별 타당도 및 수용도" 2012 : 105-123, 2012

8 방선욱, "자기조절학습과 피드백의 관계 연구" 20 : 169-198, 2013

9 정정은, "자기결정교수학습모델(SDLMI)을 활용한 교수적 지원이 통합된 중학교 장애학생의 과학과 수업참여행동 및 수행평가 성취도에 미치는 영향" 한국특수교육문제연구소 13 (13): 183-205, 2012

10 박영석, "업무수행 피드백의 수용에서 성취 목표 지향성의 효과" 한국산업및조직심리학회 20 (20): 511-528, 2007

11 권대훈, "사회과학 연구를 위한 통계학" 학지사 2011

12 이영주, "블로그 학습 환경에서 학생들의 유용성 인식, 피드백 수용도, 과제 성과에 영향을 주는 동료 피드백 유형 분석" 한국교육정보미디어학회 21 (21): 245-264, 2015

13 김정진, "다면평가 피드백 수용도 결정요인과 결과에 관한 연구" 한국경영학회 37 (37): 661-689, 2008

14 지은림, "교사의 피드백 수행을 위한 구성요인 및 특성에 관한 연구" 교육연구소 10 (10): 77-102, 2009

15 Black, P., "Working inside the black box : Assessment for learning in the classroom" 86 (86): 8-21, 2004

16 Pekrun, R., "The power of anticipated feedback : Effects on students' achievement goals and achievement emotions" 29 (29): 115-124, 2014

17 Bangert-Drowns, R. L., "The instructional effect of feedback in test-like events" 61 (61): 213-238, 1991

18 Narciss, S., "The impact of informative tutoring feedback and self-efficacy on motivation and achievement in concept learning" 51 (51): 214-228, 2004

19 Harks, B., "The effects of feedback on achievement, interest and self-evaluation : the role of feedback’s perceived usefulness" 34 (34): 269-290, 2013

20 Kluger, A. N., "The effects of feedback interventions on performance : a historical review, a meta-analysis, and a preliminary feedback intervention theory" 119 (119): 254-284, 1996

21 Markus, H., "The dynamic self-concept : A social psychological perspective" 38 (38): 299-337, 1987

22 Higgins, R., "The conscientious consumer : reconsidering the role of assessment feedback in student learning" 27 (27): 53-64, 2002

23 Hattie, J., "The Power of Feedback" 77 (77): 81-112, 2007

24 Anseel, F., "The Mediating Role of Feedback Acceptance in the Relationship between Feedback and Attitudinal and Performance Outcomes" 17 (17): 362-376, 2009

25 Jussim, L., "Self-Consistency, Self-Enhancement, and Accuracy in Reactions to Feedback" 31 (31): 322-356, 1995

26 Sweeney, P. D., "Reactions to Feedback about Performance : A Test of Three Competing Models1" 20 (20): 818-834, 1990

27 Mason, B. J., "Providing feedback in computer-based instruction : What the research tells us" 15 : 2007-, 2001

28 Farr, J. L., "Personnel selection and assessment: Individual and Organizational Perspectives" 163-180, 1993

29 Schunk, D. H., "Motivation in education: Theory, research, and applications" 학지사 2008

30 Hoska, D. M., "Motivating learners through CBI feedback: Developing a positive learner perspective" Educational Technology Publication 1993

31 Wiliam, D., "Keeping learning on track. Second handbook of research on mathematics teaching and learning" The Australian Association of Mathematics Teachers Inc 1053-1098, 2007

32 Keppel, G., "Introduction to design and analysis:A student's handbook" Macmillan 1992

33 Gilliland, S. W., "Improving applicant`s reactions to Rejection Letters : an Application of Fariness Theory" 54 (54): 669-703, 2001

34 Stiggins, R., "From Formative Assessment to Assessment FOR Learning : A Path to Success in Standards-Based Schools" 87 (87): 324-328, 2005

35 Shute, V. J., "Focus on Formative Feedback" 78 (78): 153-189, 2008

36 Anseel, F., "Feedback type as a Moderator of the Relationship between Achievement goals and Feedback reactions" 84 (84): 703-722, 2011

37 Podsakoff, P. M., "Effects of feedback sign and credibility on goal setting and task performance" 44 (44): 45-67, 1989

38 McColskey, W., "Differential effects of norm-referenced and self-referenced feedback on performance expectancies, attributions, and motivation" 10 (10): 275-284, 1985

39 Bandura, A., "Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation" 41 (41): 586-602, 1981

40 Baron, R. A., "Criticism (informal negative feedback) as a source of perceived unfairness in organizations: Effects, mechanisms, and countermeasures" Lawewnce Erlbaum 1993

41 Ilgen, D. R., "Consequences of individual feedback on behavior in organizations" 64 (64): 349-371, 1979

42 Anderson, J. R., "Cognitive tutors : Lessons learned" 4 (4): 167-207, 1995

43 McMillan, J. H., "Classroom Assessment Principles and Practice for Effective Standards-Based Instruction" 교육과학사 2014

44 London, M., "Can multi-source feedback change perceptions of goal accomplishment, self-evaluations, and performance-related outcomes? Theory-based applications and directions for research" 48 (48): 803-824, 1995

45 Ilgen, D., "Bearing bad news : Reactions to negative performance feedback" 49 (49): 550-565, 2000

46 Atwater, L. E., "Antecedents and consequences of reactions to Developmental 360 feedback" 66 (66): 532-548, 2005

47 Weisberg, R. W., "An examination of the alleged role of"fixation"in the solution of several"insight"problems" 110 (110): 169-192, 1981

48 Anderson, L. J., "Affective, behavioral, and cognitive acceptance of Feedback : Individual difference moderators. Emotions in the workplace : Research" 3 (3): 130-140, 2000

49 Fodor, E. M., "Achievement and Power Motives, Performance Feedback, and Creativity" 34 (34): 380-396, 2000

50 Locke, E. A., "A theory of goal setting & task performance" Prentice-Hall 1990

51 Kinicki, A. J., "A Covariance Structure Analysis of Employees' Response to Performance Feedback" 89 (89): 1057-1069, 2004

52 Brett, J. F., "360 Feedback : Accuracy, Accuracy, Reactions, and Perceptions of Usefulness" 86 (86): 930-942, 2001

53 김진규, "(김교수의)형성평가 이야기" 강현 2008