The influence of verbal goal oriented process feedback on the perceived self-efficacy of high school students in science education

Though there has been much research on the role of (1) feedback in enhancing or shaping learning, (2) goal orientation on study behaviour, and (3) self-efficacy in study attitude and results, there has been little or no research on how these three are related and how specific types of feedback can be used to influence both efficacy and orientation.

In this study, the central question is: What is the influence of feedback on the perceived self-efficacy and goal orientation of students in science education in secondary education. The ultimate aim of this study is to both alter the goal orientation into a learning goal orientation of students and enhance the feelings of self-efficacy.

Feelings of self-efficacy have been found to be a strong predictor of academic achievement, course selection and career decisions across domains and age levels. Research has shown that students may perform poorly either because they lack the skills or because they have the skills but lack the perceived personal efficacy to make optimal use of them. Feedback could be an important way to influence the state of self-efficacy. There is a strong relationship between the goal orientation of a learner and his or her interpretation of the purpose of feedback. In this study the central question is: what is the influence of feedback on the perceived self-efficacy and the goal orientation of students in science education in secondary education. The ultimate aim of this study is to both alter the goal orientation into a learning goal orientation of students and enhance the feelings of self-efficacy.