Self-efficacy, feedback and feedforward

Research in the past 25 years has established a relationship between self-efficacy and attendant academic performance. These findings are critically summarised. Their implications for possible enhancement of current tutorial practice, in the form of feedback or feedforward or both, are considered....

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Autor principal:	John Cowan
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2015
Materias:	self-efficacy performance feedback feedforward affective needs Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/f35560535ec84838b247f0e3f36df388
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spelling	oai:doaj.org-article:f35560535ec84838b247f0e3f36df3882021-11-29T14:03:25ZSelf-efficacy, feedback and feedforward10.47408/jldhe.v0i9.3131759-667Xhttps://doaj.org/article/f35560535ec84838b247f0e3f36df3882015-08-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/313https://doaj.org/toc/1759-667X Research in the past 25 years has established a relationship between self-efficacy and attendant academic performance. These findings are critically summarised. Their implications for possible enhancement of current tutorial practice, in the form of feedback or feedforward or both, are considered. Particular attention is devoted to learnersÃ¢â¬â¢ affective needs and to learner/tutor relationships. John CowanAssociation for Learning Development in Higher Education (ALDinHE)articleself-efficacyperformancefeedbackfeedforwardaffective needsTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 9 (2015)
institution	DOAJ
collection	DOAJ
language	EN
topic	self-efficacy performance feedback feedforward affective needs Theory and practice of education LB5-3640
spellingShingle	self-efficacy performance feedback feedforward affective needs Theory and practice of education LB5-3640 John Cowan Self-efficacy, feedback and feedforward
description	Research in the past 25 years has established a relationship between self-efficacy and attendant academic performance. These findings are critically summarised. Their implications for possible enhancement of current tutorial practice, in the form of feedback or feedforward or both, are considered. Particular attention is devoted to learnersÃ¢â¬â¢ affective needs and to learner/tutor relationships.
format	article
author	John Cowan
author_facet	John Cowan
author_sort	John Cowan
title	Self-efficacy, feedback and feedforward
title_short	Self-efficacy, feedback and feedforward
title_full	Self-efficacy, feedback and feedforward
title_fullStr	Self-efficacy, feedback and feedforward
title_full_unstemmed	Self-efficacy, feedback and feedforward
title_sort	self-efficacy, feedback and feedforward
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2015
url	https://doaj.org/article/f35560535ec84838b247f0e3f36df388
work_keys_str_mv	AT johncowan selfefficacyfeedbackandfeedforward
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Self-efficacy, feedback and feedforward

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