Students’ achievement goal orientations (mastery and performance) and interest were measured on three separate occasions (pre-test, post-test, and post-post-test). In addition, data on punctuality and essay lengths were collected each week.
2 (group: PS vs. SP) X 3 (week: W2 vs. W3 vs. W4 for punctuality & W7 vs. W8 vs. W9 for essay length) RM ANOVAs on both the punctuality and essay length showed no main effect of feedback. In other words, the changes in students’ punctuality and essay length after receiving feedback were not statistically significant. However, it was observed that students who received self-referenced feedback during the second half of the course did write longer essays as the weeks progressed (see Figure 7).
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