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Toward a cohesive psychological science of effective feedback
16 references·0 citing·44 second hopsampled
Toward a cohesive psychological science of effective feedback (2023)Toward a cohesive psychological science o…A review of feedback models and typologies: Towards an integrative model of feedback elements (2021)A review of feedback models a…The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research (2020)The Power of Feedback Revisit…What makes for effective feedback: staff and student perspectives (2018)What makes for effective feed…The development of student feedback literacy: enabling uptake of feedback (2018)The development of student fe…A Meta-Analysis of Negative Feedback on Intrinsic Motivation (2018)A Meta-Analysis of Negative F…Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes (2016)Supporting Learners' Agentic …Self-Affirmation Underlies Facebook Use (2013)Self-Affirmation Underlies Fa…Making Sense of Assessment Feedback in Higher Education (2013)Making Sense of Assessment Fe…Oral corrective feedback in second language classrooms (2012)Oral corrective feedback in s…Facilitating productive use of feedback in higher education (2012)Facilitating productive use o…The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis (2010)The Effectiveness of Correcti…Feedback on assessment: students’ perceptions of quality and effectiveness (2008)Feedback on assessment: stude…The Power of Feedback (2007)The Power of FeedbackImplementation intentions: Strong effects of simple plans. (1999)Implementation intentions: St…The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. (1996)The effects of feedback inter…A contrarian view of the five-factor approach to personality description. (1995)A contrarian view of the five…Second Language Acquisition and Second Language Learning (1989)The Role of Consciousness in Second Language Learning1 (1990)Effectiveness of L2 Instruction: A Research Synthesis and Quantitative Meta‐analysis (2000)How Big Is “Big”? Interpreting Effect Sizes in L2 Research (2014)Handbook of Industrial and Organizational Psychology. (1977)A circumplex model of affect. (1980)Culture and the Self: Implications for Cognition, Emotion, and Motivation (1991)Focus on Formative Feedback (2008)An alternative "description of personality": The Big-Five factor structure. (1990)An Introduction to the Five‐Factor Model and Its Applications (1992)The magical number seven, plus or minus two: Some limits on our capacity for processing information. (1994)Intelligence, personality, and interests: Evidence for overlapping traits. (1997)A Meta-Analysis of Personality in Scientific and Artistic Creativity (1998)Emotional intelligence: New ability or eclectic traits? (2008)From Intentions to Actions: A Theory of Planned Behavior (1985)The theory of planned behavior (1991)Nature and Operation of Attitudes (2001)Reflective and Impulsive Determinants of Social Behavior (2004)Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence. (2006)The Theory of Planned Behavior (2012)Cognitive Load During Problem Solving: Effects on Learning (1988)Using thematic analysis in psychology (2006)Teacher feedback literacy and its interplay with student feedback literacy (2020)The power of internal feedback: exploiting natural comparison processes (2020)How To Do Things With Words (1975)Focus on form: A critical review (2016)Position paper: Moving task-based language teaching forward (2017)Interaction and instructed second language acquisition (2018)Assessment and Classroom Learning (1998)‘It'd be useful, but I wouldn't use it’: barriers to university students’ feedback seeking and recipience (2016)Developing a learning-centred framework for feedback literacy (2019)Self-efficacy mechanism in human agency. (1982)Intrinsic Motivation and Self-Determination in Human Behavior (1985)Social Foundations of Thought and Action : A Social Cognitive Theory (1985)Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects (2008)Developing the theory of formative assessment (2009)Personal Knowledge: Towards a Post-Critical Philosophy (1959)Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement (2008)Bias in meta-analysis detected by a simple, graphical test (1997)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement (2009)Preferred reporting items for systematic reviews and meta-analyses: the PRISMA Statement. (2009)Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis (2021)The Janus Face of Artificial Intelligence Feedback: Deployment Versus Disclosure Effects on Employee Performance (2021)A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. (2023)
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References

  • 2007The Power of Feedback12,871 cited
  • 1996The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.5,875 cited
  • 1999Implementation intentions: Strong effects of simple plans.5,476 cited
  • 2018The development of student feedback literacy: enabling uptake of feedback2,411 cited
  • 1995A contrarian view of the five-factor approach to personality description.1,683 cited
  • 2020The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research1,193 cited
  • 2013Making Sense of Assessment Feedback in Higher Education1,140 cited
  • 2010The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis940 cited
  • 2016Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes880 cited
  • 2012Oral corrective feedback in second language classrooms741 cited
  • 2018What makes for effective feedback: staff and student perspectives514 cited
  • 2012Facilitating productive use of feedback in higher education414 cited
  • 2021A review of feedback models and typologies: Towards an integrative model of feedback elements387 cited
  • 2013Self-Affirmation Underlies Facebook Use361 cited

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2008
Feedback on assessment: students’ perceptions of quality and effectiveness
338 cited
  • 2018A Meta-Analysis of Negative Feedback on Intrinsic Motivation298 cited
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