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Title: Feedback on students' performance: A possible way of reducing the negative effect of math anxiety in higher education
Author: Núñez Peña, María Isabel
Bono Cabré, Roser
Suárez Pellicioni, Macarena
Keywords: Ansietat
Educació superior
Higher education
Issue Date: 22-Feb-2015
Publisher: Elsevier
Abstract: The aim of this study was to investigate the effectiveness of a formative assessment system in improving students' learning. This system involved giving feedback to students regarding the errors they made in a series of assignments performed during a course. Participants were 166 students enrolled in a core course of the degree in psychology offered by the University of Barcelona. Attendance at feedback classes was found to be positively correlated with students' grades, whereas the correlation between math anxiety scores and final exam grades was not significant. Exam grades were only predicted by the 'perceived usefulness of feedback' factor, suggesting that feedback may have helped to reduce the negative impact of math anxiety on students' academic achievement.
Note: Versió postprint del document publicat a:
It is part of: International Journal Of Educational Research, 2015, vol. 70, p. 80-87
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ISSN: 0883-0355
Appears in Collections:Articles publicats en revistes (Psicologia Social i Psicologia Quantitativa)

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