The Impact of Teacher’s Feedback in Increasing Student’s Self-Efficacy and Motivation
Emanuel Sebastian Turda
Abstract
Generally, motivation is recognized as playing an important role in the learning process and academic success of students but- mobilizing and engaging in the task through the cognitive, behavioral and time effort investment is the product of several factors such as: factors related to personality (beliefs, emotions, attributions, etc.) and students personal abilities and others factors which is focusing on the type of interactions and climate that teachers is developing in the classroom. Everyone needs feedback to grow, especially the students because providing students engage with feedback, it should enhance learning and improve assessment performance. Formative feedback refers to that information communicated to the learner that is intended to modify his or her thinking or behavior for the purpose of improving learning and self-efficacy is the self-perceived ability to deal with specific situations. According to Bandura’s theory, the judgments about self-efficacy influence the choice of situations in which we are involved, the amount of submitted effort in a given situation, the time we persist in a task, overcoming the obstacles and the resistence of pressure, emotional reactions during anticipation or involvement in that situation (for example the level of stress, anxiety). The aim of this study was to examine the effect of teachers feedback on student’s self-efficacy and motivation in learning process. The participants were students aged 11-16 years (N=300).