Effect of feedback types on intrinsic motivation, self-efficacy for performance and perceived usefulness towards feedback

This study examines the effect of elaborated feedback and elaborated feedback provided with affective feedback in formative assessment on situational intrinsic motivation, perceived usefulness of feedback, and perceived self-efficacy for learning and performance. A quasi-experimental approach is sought, and static-group post-test design is used in the study. Participants were 74 university students enrolled in Research Methods in Education and Scientific Research Methods courses. Data were collected through Scientific Research Methods Achievement Test, Situational Intrinsic Motivation Scale, and Perceived Usefulness of Feedback Scale, and Performance-Oriented Self-Efficacy Scale. Situational Intrinsic Motivation Scale and Perceived Usefulness of Feedback Scale were used after adaptation into Turkish language. Total 84 freshmen students were participated in the adaptation study, and the model was tested with confirmatory factor analysis, and validity and reliability results were reported accordingly. Data analysis was conducted through Independent Sample t test, Mann-Whitney U test, Kruskal-Wallis H test. The findings indicated no statistically significant effect of feedback type, elaborated feedback and elaborated feedback given with affective feedback, and students' prior knowledge on the situational intrinsic motivation, perceived usefulness of feedback and self-efficacy for performance.