| dc.rights.license | CC-BY-NC-ND | |
| dc.contributor.advisor | Ven, S. van der | |
| dc.contributor.advisor | Tuijl, C. van | |
| dc.contributor.author | Voorst, V.W. van | |
| dc.date.accessioned | 2017-09-18T17:03:09Z | |
| dc.date.available | 2017-09-18T17:03:09Z | |
| dc.date.issued | 2017 | |
| dc.identifier.uri | https://studenttheses.uu.nl/handle/20.500.12932/27647 | |
| dc.description.abstract | In the present study we examined the influence of normative feedback on math performance and math pride of primary school students. Participants (48 girls, 41 boys, Mage = 11,79, SDage = 0.48) were asked to make a math test after which they received positive or negative feedback, or no feedback at all. Subsequently, the achievement emotion pride regarding math was assessed after which they had to make another math test. Normative feedback did not have any influence on math performance, but it did have a significant effect on the achievement emotion pride. Participants in the positive feedback group and control group reported marginal significant more pride than participants in the negative feedback group. Furthermore, between pride and math performance there did not seem to be any relationship. Overall there were no indications that pride will mediate the link between normative feedback and math performance. Implications for educational research and practice are discussed. | |
| dc.description.sponsorship | Utrecht University | |
| dc.format.extent | 347651 | |
| dc.format.mimetype | application/pdf | |
| dc.language.iso | nl | |
| dc.title | Normatieve feedback, rekentrots en rekenresultaat bij groep 8 leerlingen | |
| dc.type.content | Master Thesis | |
| dc.rights.accessrights | Open Access | |
| dc.subject.keywords | Feedback; math; performance; pride | |
| dc.subject.courseuu | Clinical Child, Family and Education Studies | |
