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Multisource feedback for STEM students improves academic performance

机译：STEM学生的多源反馈提高了学术表现

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Motivating students to productively engage course material and perform to their potential is among our most urgent challenges as STEM educators. Professional organizations commonly seek to motivate employees by providing performance feedback from multiple raters who may include supervisors, peers, subordinates, clients, and others. With support from National Science Foundation grant EEC #1158728, the present study used a newly developed online delivery system to provide personalized multisource feedback to a sample of 206 undergraduate STEM students in a science and technology problem-solving course. PersonalityPad.org is an automated multisource feedback platform that allows users to generate their own personalized multisource feedback. This process incorporates prevalent 360-degree feedback strategies and "best practices" for effective feedback administration. A longitudinal experiment within an interventional framework evaluated the hypothesis that multisource conscientiousness feedback would provoke goal-directedness and motivate adaptive action. Students who received conscientiousness feedback from multiple sources - including friends, parents, and teachers - participated more in class and submitted higher quality homework assignments afterward, leading to significantly higher final course grades (M= 83.90) compared to a control group in the same class (M= 78.79). A structural analysis of relationships among key variables indicated that post-intervention goal-directedness plays a key intermediary role between receiving personalized feedback and achieving subsequent self-development goals. Implications are discussed from academic and social perspectives.
机译：激励学生效力培养课程物质，履行其潜力是我们最紧迫的挑战之一。专业组织通常通过提供可能包括主管，同行，下属，客户和其他人的多个评估者的绩效反馈来激励员工。通过国家科学基金会赠送eec的支持＃1158728，目前研究了新开发的在线交付系统，向一个科技问题解决课程的206名本科生源处的样本提供个性化的多源反馈。 PersonalityPad.org是一个自动的MultiSource反馈平台，允许用户生成自己的个性化多源反馈。此过程包含普遍的360度反馈策略和“最佳实践”，有效的反馈管理。介入框架内的纵向实验评估了多源剥削性反馈的假设会引发目标导向性和激励自适应行动。接受多个来源的既心虔诚反馈的学生 - 包括朋友，家长和教师 - 随后参加了课堂，并提出了更高质量的家庭作业，导致与同一班级的对照组相比明显更高的最终课程等级（M = 83.90） （m = 78.79）。关键变量之间的结构分析表明，干预后的目标导向性在接收个性化反馈和实现后续自我发展目标之间扮演关键中间角色。从学术和社会角度讨论了含义。

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