Relevant bibliographies by topics / Feedback attribution

Academic literature on the topic 'Feedback attribution'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Feedback attribution"

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Okolo, Cynthia M. "The Effects of Computer-Based Attribution Retraining on the Attributions, Persistence, and Mathematics Computation of Students with Learning Disabilities." Journal of Learning Disabilities 25, no. 5 (May 1992): 327–34. http://dx.doi.org/10.1177/002221949202500507.

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The purpose of the present study was to examine the impact of attribution retraining, embedded within a mathematics computer-assisted instructional (CAI) program, on students' attributions, persistence, and mathematics computation. Twenty-nine school-identified students with learning disabilities from five urban schools participated in the study. The sample's mean age was 13.3 years. After blocking on initial attributional patterns, students were randomly assigned to a mathematics CAI program that provided either attribution retraining or neutral feedback. Students used their assigned program for eight 30-minute sessions. Results did not support the contention that attribution retraining would have a significant impact on students' attributions. However, students who participated in the attribution retraining condition completed significantly more levels of the program than their counterparts who received neutral feedback. Attribution retraining students also obtained significantly higher scores on a test of problems practiced during the CAI program. These results suggest that attribution retraining may be a desirable addition to the type of feedback typically provided by CAI programs. However, they also highlight the need for further research that examines the conditions under which specific attributions are most advantageous.
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Hughes, R. Eugene, Kenneth E. Bass, and Frederic J. Hebert. "Self-Evaluation with and without Feedback as a Predictor of Attributions." Psychological Reports 80, no. 3_suppl (June 1997): 1075–85. http://dx.doi.org/10.2466/pr0.1997.80.3c.1075.

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Attribution is often offered as an explanation for the observed difference between own and supervisor's evaluation of performance. Levy's (1993) attributional model posits self-evaluation as one of several predictors of a composite measure of individuals' attributions. This relation was investigated with the addition of performance feedback and analysis of both locus of control and stability attributional dimensions. Self-evaluation was the best predictor of the internal dimension of attribution, but no measure explained variance of the external attributional dimensions. Results were mixed for the stable and unstable dimensions and no conclusions were possible. These results suggest modification of Levy's model to enhance its predictive ability.
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Stucke, Tanja S. "Who's to blame? Narcissism and self‐serving attributions following feedback." European Journal of Personality 17, no. 6 (November 2003): 465–78. http://dx.doi.org/10.1002/per.497.

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The study examined the relationship between narcissism, performance attributions, and negative emotions following success or failure. As expected, narcissistic individuals showed more self‐serving attributions for their performance in an intelligence test than less narcissistic individuals: compared with less narcissistic individuals, narcissists revealed a stronger tendency to attribute success to ability and failure to task difficulty. In contrast to this, less narcissistic participants tended to show the opposite pattern by ascribing failure, but not success, to their ability. Additionally, anger and depression could be predicted by an interaction of performance feedback and performance attributions. Mediation analyses revealed that the attribution dimensions ‘task difficulty’ and ‘ability’ mediated the effect of narcissism on anger and depression following failure feedback. The results provide support for the theoretical assumption that attributional processes might, at least to some extent, explain the often reported relation between narcissism and negative emotions following failure. Copyright © 2003 John Wiley & Sons, Ltd.
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Raemdonck, Isabel, and Jan-Willem Strijbos. "Feedback perceptions and attribution by secretarial employees." European Journal of Training and Development 37, no. 1 (January 25, 2013): 24–48. http://dx.doi.org/10.1108/03090591311293275.

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Purpose – Theoretical explanations for the diverse reactive feedback from secretarial employees in different career phases are relatively unexplored. However, research examining age differences in the impact of feedback suggests that the effects of performance feedback may differ for employees in the early career phase and employees in the late career phase. This paper aims to address this issue. Design/methodology/approach – This contribution reports an experimental study on feedback perceptions and attribution by 173 secretarial employees of 12 Dutch organizations. Each participant responded to one of eight scenarios, which varied in terms of feedback content, sender status, and sender performance appraisal. Feedback perceptions were measured in terms of perceived fairness, acceptance, usefulness, willingness to improve and affect. An additional scale measured attribution. Findings – The results reveal that elaborated specific feedback is perceived as more adequate, irrespective of feedback sender status and appraisal. Complex three-way interaction effects were found for educational level on affect and attribution, and for career phase on willingness to improve and affect. Low-educated employees reacted more strongly to supervisor feedback. Employees in the late career phase were more oriented towards the content of the feedback than feedback sender status, whereas the latter was of more concern for employees in the early and middle career phase. Practical implications – In order for feedback to be considered as adequate, it is necessary to formulate the feedback as specific and as elaborated as possible. Employees in their late career phase especially react differently in comparison to employees in early and middle career phases. They are more inclined “to opt for quality” and appreciate elaborated feedback from a high experienced sender. Human resource managers should be aware of this in their policy towards employees in their late career phase Originality/value – The present study shows that feedback content and sender characteristics (status and performance appraisal) differentially affect feedback perceptions and attribution. In addition, the study reveals that perceptions and attributions of performance feedback might be mediated by educational level and career phase.
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Foote, Chandra J. "Attribution Feedback in the Elementary Classroom." Journal of Research in Childhood Education 13, no. 2 (June 1999): 155–66. http://dx.doi.org/10.1080/02568549909594736.

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YASUTAKE, DAVID, TANIS BRYAN, and ELIZABETH DOHRN. "The Effects of Combining Peer Tutoring and Attribution Training on Students' Perceived Self-Competence." Remedial and Special Education 17, no. 2 (March 1996): 83–91. http://dx.doi.org/10.1177/074193259601700204.

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STUDENTS WITH LEARNING DISABILITIES AND STUDENTS AT RISK FOR REFERRAL FOR SPECIAL EDUCATION ASSESSMENT SERVED AS TUTORS FOR YOUNGER CHILDREN IN A PEER TUTORING PROGRAM. DURING WEEKLY TRAINING SESSIONS, THE TUTORS IN ONE CONDITION WERE TRAINED TO RESPOND TO TUTEES' CORRECT RESPONSES WITH STATEMENTS ATTRIBUTING THEIR SUCCESS TO ABILITY AND EFFORT, AND TO INCORRECT RESPONSES WITH STRATEGY SUGGESTIONS. IN A SECOND CONDITION, STUDENTS WERE TRAINED TO RESPOND TO CORRECT RESPONSES WITH GENERAL FEEDBACK STATEMENTS, AND TO INCORRECT RESPONSES WITH STRATEGY SUGGESTIONS. ANALYSES WERE CONDUCTED FOR BOTH TUTORS AND TUTEES ON MEASURES OF COMPETENCE, ATTRIBUTIONS, AND SOCIAL COMPARISONS. RESULTS INDICATED THAT STUDENTS IN THE ATTRIBUTION-PLUS-STRATEGY TRAINING BECAME MORE POSITIVE IN THEIR SELF-PERCEPTIONS THAN STUDENTS IN THE STRATEGY-ONLY CONDITION.
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Orbach, Iris, Robert Singer, and Sarah Price. "An Attribution Training Program and Achievement in Sport." Sport Psychologist 13, no. 1 (March 1999): 69–82. http://dx.doi.org/10.1123/tsp.13.1.69.

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This study aimed to investigate the influence of an attribution training program for learners who attribute their sport performance to dysfunctional attributions. Participants were 35 college beginner tennis players who were oriented to attribute their performance in a tennis skill task to controllable, unstable factors; uncontrollable, stable factors; or no specific factors. Participants received fictitious failure feedback over 10 trial blocks administered during four sessions. Dependent variables included attributions, expectations, emotions, persistence, and performance. MANOVA analyses revealed that it is possible to modify attributions in regard to a tennis performance task. More importantly, the new attributions were consistent up to 3 weeks postintervention and were generalized to a different tennis task. In addition, participants who changed their attributions to more functional ones had higher expectations for future success and experienced positive emotions.
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Green, Thomas D., Roger C. Bailey, Otto Zinser, and Dale E. Williams. "Causal Attribution and Affective Response as Mediated by Task Performance and Self-Acceptance." Psychological Reports 75, no. 3_suppl (December 1994): 1555–62. http://dx.doi.org/10.2466/pr0.1994.75.3f.1555.

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Predictions derived from cognitive consistency theories, self-esteem theories, and ego-serving-bias theory concerning how students would make attributional and affective responses to their academic performance were investigated. 202 university students completed a measure of self-acceptance of their college ability and made attributional and affective responses to an hypothetical examination performance. Analyses showed that students receiving positive feedback perceived greater internal causality and responded with greater positive affect than students receiving negative feedback. Self-acceptance did not moderate the attributions or affective reactions. The results supported the ego-serving-bias theory and provided partial support for self-esteem theory. Findings did not support predictions from cognitive-consistency theory.
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Pillow, David R., and Rodger W. Dougherty. "Dysphoria and the Failure to Perceive and Use Discounting Information: Implications for Internalizing Negative Feedback." Perceptual and Motor Skills 83, no. 1 (August 1996): 107–13. http://dx.doi.org/10.2466/pms.1996.83.1.107.

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The present study examined the proposition that dysphoric individuals make internal attributions because they do not use available discounting cues. To test this hypothesis, 23 dysphoric and 32 nondysphoric college students were either provided a discounting cue or were led to believe that an internal attribution for failure was appropriate (no discounting cue). On the primary measure of internality, nondysphoric individuals made greater external attributions when a discounting cue was available than they did when no such cue was present, but attributions made by dysphoric individuals were unaffected by the presence of a discounting cue. On the other hand, using a secondary dependent measure inserted to replicate a prior study in this area, key comparison differences were not obtained.
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Lines, Tara H., Whitney J. Nesbitt, and George E. Nelson. "Driving antimicrobial use improvement: attitudes of providers of adult hospital care on optimal attribution and feedback." Infection Control & Hospital Epidemiology 39, no. 8 (June 7, 2018): 983–85. http://dx.doi.org/10.1017/ice.2018.113.

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AbstractUnderstanding provider perceptions of antimicrobial use (AU) feedback is important for optimal implementation. A survey addressing AU attribution scenarios, feedback methods, and implementation barriers was distributed to inpatient providers. As AU scenarios became more complex, disagreement regarding AU attribution arose. All providers were highly concerned about barriers to AU reporting.
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Dissertations / Theses on the topic "Feedback attribution"

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Song, Kye-ch?ung. "The effects of performance feedback, self-esteem, performance standard on feedback recipient's responses : an attributional analysis /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487264603216799.

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Song, Kye-Chung. "The effects of performance feedback, self-esteem, performance standard on feedback recipient's responses : an attributional analysis." Connect to resource, 1985. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1262108814.

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Doolittle, James J. "An Attributional Analysis of Standardized Testing and Outcome Expectancy: The Results Are In." Miami University Honors Theses / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1177612177.

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Berlin, Anna. "The Effects of Differential Discrimination Cues on Attributions for Failure: Implications for Subsequent Performance." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1156451468.

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Heshmati, Saeideh. "Actions Speak Louder Than Words: How Should Attributional Feedback be Communicated to Students in Classrooms for the Most Achievement Gain in Mathematics?" Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/581324.

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While the role of attributional feedback on student learning and achievement has been previously studied in laboratory settings, the importance of these types of feedback in real-time classroom settings is yet to be examined. This study attempted at exploring whether attributional feedback is present in interactions between teachers and students in natural classroom settings and how much they contribute to students' achievement in mathematics. Using an observational coding system, 55 one hour mathematics classrooms were coded for three different types of attributional feedback: direct attributional feedback, indirect attributional feedback, and strategy feedback. Direct attributional feedback consisted of explicit statements that were effort-oriented, ability- oriented, or knowing-oriented. Indirect attributional feedback consisted of teacher behavior that implicitly conveyed attributional messages to students. Behaviors such as unsolicited offers of help, giving credit to students, abandoning students, and calling out student name publicly were coded as indirect attributional behavior in this study. In addition, "why", "how", "what" strategy questions and strategy statements were coded as strategy feedback in this study. The results of this study indicated that while both direct and indirect attributional feedback are present in natural classroom settings, there is a significant difference between the number of times each type occurs. Teachers are more likely to convey attributional messages to students through indirect behavior compared to explicit attributional statements. When these types of feedback were examined in a model predicting students' mathematics achievement scores, the results showed that attributional feedback on their own significantly predicted student achievement but when it was combined with strategy feedback a stronger association with achievement scores occurred. Amazingly, it should be noted that in this model, direct attributional feedback indicated a negative association with mathematics achievement whereas indirect attributional feedback and strategy feedback indicated a positive association. These findings reveal that attributional feedback play an important role in student achievement in mathematics and the most effective way to present students with these types of feedback is to convey them indirectly and in combination with strategy feedback.
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Lawrence, Harriet Vee. "The effects of training in feedback on managers' attributional bias and perceived effectiveness of their work groups." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10032007-171530/.

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Antblad, Desirée. "A study of how students feed from feedback : An application of speech act and attribution theory within the field of linguistics." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-42242.

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This essay provides an analysis of five examples of written feedback on a speech assignment completed for an English as a foreign language (EFL) class by second-year students of upper secondary school. The essay aims to shed light on how feedback is formulated and how it is interpreted as a part of a textual dialogue between teacher and student. The analysis focuses on three separate sources of data: an interview with the students, examples of feedback and a short teacher interview. This dataset provides an insight to the process of the students’ reception and interpretation of the feedback and allows an analysis of the correspondence between what the teacher tries to communicate and what the students in their turn understand from the feedback. Two theories applied in this research include 1) attribution theory and 2) speech act theory, which attempt to show how the students reflect on their achievements and apply feedback to their own development. The feedback is interpreted on two different occasions. First, the textual feedback was coded, and an analysis model was developed based on two characteristics of in-text feedback: directive and expressive functions. The findings suggest that more specific feedback should be provided, and a deeper awareness among teachers of how students interpret their feedback would aid the students’ learning process.

The presentation was held online due to Corona.

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Adams, Ian J. "Pride, Guilt, and Pro-Environmental Behavior: The Role of Experienced Self-Conscious Emotions in an Individual’s Response to Carbon Footprint Feedback." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1556714540884227.

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Masood, Syed A. "Behavioural aspects of transformational leadership in manufacturing organisations." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/8146.

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Over the past few years there has been growing interest in the study of leadership styles and organisational culture. Internal issues and external environment challenge the leadership of manufacturing organisations, Scarborough(2001). The focus of the research was to gain insight into the transformational leadership of manufacturing organisations. Although leadership scholars have generated a significant stream of research on transformational leadership, there has been a lack of attention to the specific features in the context of transformational leadership such as contingency theories, attribution theory, and organisational culture. The study investigates the effects of transformational leadership on situational determinants and organisational culture in manufacturing organisations in Pakistan. Podsakoff et al, (1990) a 23-item measure of transformational leadership inventory questionnaire was employed to evaluate transformational leadership in manufacturing organisations. The objectives of this research study are: Firstly to study transformational leadership in Pakistani manufacturing organisations. Secondly to study transformational leaders' behaviour in manufacturing organisations with respect to situational determinants, i.e., situation strength, attribution theory, feedback, and organisational culture. Thirdly to develop hypotheses concerning the relationship between transformational leadership, and situational determinants and to develop a model of relationship between transformational leadership, situational determinants and organisational culture. Lastly, to suggest further research guidelines for transformational leadership phenomena and leadership in Pakistani manufacturing organisations. Results from the research show that transformational leaders tend to create weak situations for their followers in manufacturing organisations; they favour discretion to their followers and delegate decision-making to followers. Transformational leaders also tend to make external attributions for the causes of poor performance in their organisations, and assume follower's mistake as a learning experience. They try to establish close contact with their followers and seek feedback directly from followers. Transformational leaders favour clan type culture more in their manufacturing organisations; however adhocracy culture is not completely ignored. A new leadership alignment model incorporating various concepts focusing on leadership style, organisational leadership, and situational strength has been introduccd. Results from the data analysis indicate that there is a need to train more leaders in Pakistani manufacturing organisations to benefit from the transformational leadership style, as it has beene stablished that transformational leadershipis an influential form of leadership clearly associated with high levels of individual and organisational performance(, Shamir & Kark, 2002). As pointed out by Bass, (2002) leaders will be prized for their innovativeness, responsiveness, and flexibility, all linked to their frequency of transformational leadership behaviour.
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Georges, Fanny. "L'effet des compliments de capacité et d'effort sur la motivation et la performance des élèves à une tâche cognitive." Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENH003.

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Ce travail de thèse s'inscrit dans lignée des travaux de Mueller et Dweck (1998) et visait à étudier l'effet des compliments (ou feedback attributionnels) de capacité et d'effort sur les buts, l'implication, les attributions causales et les performances des élèves. Au-delà de l'aspect réplication, notre objectif était d'examiner l'effet d'interaction entre les compliments et les attributions d'échec sur les performances. Dans une série de quatre études, des élèves de cinquième année de primaire recevaient un compliment de capacité ou d'effort pour leur réussite à une première série d'exercices de difficulté moyenne puis indiquait leur préférence pour un but. Après une deuxième série d'exercices très difficile, les élèves recevaient un feedback négatif et devaient communiquer leur implication dans la tâche et les causes de leur échec. Enfin, une troisième série d'exercices de difficulté moyenne permettait d'évaluer à nouveau leurs performances. Nous ne retrouvons aucun des résultats observés par Mueller et Dweck (1998). En revanche, les résultats pointent le rôle des attributions dans la relation entre le compliment et les performances. L'une des études, conduite parallèlement en France et en Chine, révèle des effets distincts du compliment selon les cultures. Deux études supplémentaires nous ont permis de tester nos hypothèses en regard de la non-réplication des résultats. La première se pose en termes de développement différencié de la compréhension des notions d'effort et de capacité. La seconde est d'ordre méthodologique et concerne l'effet du feedback positif simple donné conjointement au compliment. Les résultats vont dans le sens de la première hypothèse
In line with Mueller and Dweck (1998) framework, this thesis work aimed at studying the effects of praise (or attributional feedback) for effort or ability on pupils' goals, implication, causal attributions and academic performances. Beyond replication aspect, our goal was to examine the interaction effect between praise and failure attributions on performances. In a series of four studies, fifth graders received ability or effort praise for their success on a first set of exercises of moderate difficulty and pointed out their goal preference. After a second difficult set of exercises, pupils received negative feedback and were asked about their task implication and their failure attributions. Finally, a third set of exercises of middle difficulty allowed us to reevaluate their performances. None of the results observed by Mueller and Dweck (1998) appeared. However, results pointed out the role of causal attributions in the relation between praise and performances. One of these studies realized in the same time in France and China revealed different effects of praise according to the cultures. Two additional studies allowed us to test our hypotheses about the nonreplication of the results. The first one dealt with the differentiated development of the understanding of effort and ability notions. The second one was of methodological order and concerned the effect of simple positive feedback jointly given with praise. The results support the first hypothesis
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Books on the topic "Feedback attribution"

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Peter, Orli. Motivational consequences of computer- and teacher-generated attribution feedback. Santa Monica, CA: Rand, 1988.

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Knickenberg, Margarita. Feedback und Attributionen im Grundschulunterricht. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22835-4.

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S, Wyer Robert, Carver Charles S, and Scheier Michael, eds. Perspectives on behavioral self-regulation. Mahwah, N.J: L. Erlbaum Associates, 1999.

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Doherty, Kevin. Situational handicaps and reactions to performance feedback: Interpersonal determinants of augmenting and discounting effects. 1992.

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The influence of coping strategies, performance and attributional feedback on skills, attributions and self-efficacy. 1987.

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Wyer, Robert S., Michael Scheier, and Charles S. Carver. Perspectives on Behavioral Self-Regulation. Taylor & Francis Group, 1999.

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Knickenberg, Margarita. Feedback und Attributionen im Grundschulunterricht: Bedeutung für Motivationen und Lesekompetenzen. Springer VS, 2018.

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Walker, Stephen G., and Mark Schafer. Operational Code Theory: Beliefs and Foreign Policy Decisions. Oxford University Press, 2018. http://dx.doi.org/10.1093/acrefore/9780190846626.013.411.

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The process of foreign policy decision making is influenced in large part by beliefs, along with the strategic interaction between actors engendered by their decisions and the resulting political outcomes. In this context, beliefs encompass three kinds of effects: the mirroring effects associated with the decision making situation, the steering effects that arise from this situation, and the learning effects of feedback. These effects are modeled using operational code analysis, although “operational code theory” more accurately describes an alliance of attribution and schema theories from psychology and game theory from economics applied to the domain of politics. This “theory complex” specifies belief-based solutions to the puzzles posed by diagnostic, decision making, and learning processes in world politics. The major social and intellectual dimensions of operational code theory can be traced to Nathan Leites’s seminal research on the Bolshevik operational code, The Operational Code of the Politburo. In the last half of the twentieth century, applications of operational code analysis have emphasized different cognitive, emotional, and motivational mechanisms as intellectual dimensions in explaining foreign policy decisions. The literature on operational code theory may be divided into four general waves of research: idiographic-interpretive studies, nomothetic-typological studies, quantitative-statistical studies, and formal modeling studies. The present trajectory of studies on operational code points to a number of important trends that straddle political psychology and game theory. For example, the psychological processes of mirroring, steering, and learning associated with operational code analysis have the potential to enrich our understanding of game-theoretic models of strategic interaction.
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Book chapters on the topic "Feedback attribution"

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Röhl, Sebastian, and Holger Gärtner. "Relevant Conditions for Teachers’ Use of Student Feedback." In Student Feedback on Teaching in Schools, 157–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-75150-0_10.

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AbstractBased on the findings from research on organizational feedback and data use in schools, this chapter systematizes relevant factors influencing the use of student feedback by teachers in three domains: (1) personal characteristics of feedback recipients (teachers), (2) characteristics of the organization (school), and (3) characteristics of feedback information (data). We identified teachers’ self-efficacy, attribution styles, goal orientations, and age or professional experience as relevant individual characteristics. In addition, teachers’ attitude toward students’ trustworthiness or competence as a feedback provider appeared to be relevant for the use of student feedback. Beyond that, findings on organizational characteristics for teachers’ successful dealing with feedback pointed to the importance of a feedback culture and organizational safety, leadership, supportive measures, and perceived function of feedback as control vs. development. Furthermore, relevant characteristics of feedback information were identified as comprehensibility, valence, and specificity. Although such findings from other fields of research have been known for some time, studies on student feedback concerning these aspects are rare. Finally, practical measures are derived for each of the three domains in order to increase the use of student feedbacks by teachers.
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Knickenberg, Margarita. "Einleitung." In Feedback und Attributionen im Grundschulunterricht, 1–6. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22835-4_1.

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Knickenberg, Margarita. "Lesekompetenz in der Grundschule." In Feedback und Attributionen im Grundschulunterricht, 9–12. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22835-4_2.

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Knickenberg, Margarita. "Determinanten und Prädiktoren der Lesekompetenz." In Feedback und Attributionen im Grundschulunterricht, 13–114. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22835-4_3.

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Knickenberg, Margarita. "Ziele und Fragestellungen der Arbeit." In Feedback und Attributionen im Grundschulunterricht, 115–17. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22835-4_4.

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Knickenberg, Margarita. "Erläuterung der statistischen Verfahren." In Feedback und Attributionen im Grundschulunterricht, 121–40. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22835-4_5.

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Knickenberg, Margarita. "Beschreibung der Studie." In Feedback und Attributionen im Grundschulunterricht, 141–53. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22835-4_6.

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Knickenberg, Margarita. "Ergebnisse." In Feedback und Attributionen im Grundschulunterricht, 155–228. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22835-4_7.

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Knickenberg, Margarita. "Zusammenfassung und Diskussion der Befunde." In Feedback und Attributionen im Grundschulunterricht, 229–45. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22835-4_8.

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Knickenberg, Margarita. "Offene Fragestellungen und Ausblick." In Feedback und Attributionen im Grundschulunterricht, 247–50. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-22835-4_9.

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Conference papers on the topic "Feedback attribution"

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Falke, Tobias, and Patrick Lehnen. "Feedback Attribution for Counterfactual Bandit Learning in Multi-Domain Spoken Language Understanding." In Proceedings of the 2021 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.emnlp-main.91.

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Callanan, James, Carles Garcia-Cabrera, Niamh Belton, Gennady Roshchupkin, and Kathleen Curran. "Integrating feature attribution methods into the loss function of deep learning classifiers." In 24th Irish Machine Vision and Image Processing Conference. Irish Pattern Recognition and Classification Society, 2022. http://dx.doi.org/10.56541/omxa8857.

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Feature attribution methods are typically used post-training to judge if a deep learning classifier is using meaningful concepts in an input image when making classifications. In this study, we propose using feature attribution methods to give a classifier automated feedback throughout the training process via a novel loss function. We call such a loss function, a heatmap loss function. Heatmap loss functions enable us to incentivize a model to rely on relevant sections of the input image when making classifications. Two groups of models were trained, one group with a heatmap loss function and the other using categorical cross entropy (CCE). Models trained with the heatmap loss function were capable of achieving equivalent classification accuracies on a test dataset of synthesised cardiac MRI slices. Moreover, HiResCAM heatmaps suggest that these models relied to a greater extent on regions of the MRI slices within the heart. A further experiment demonstrated how heatmap loss functions can be used to prevent deep learning classifiers from using noncausal concepts that disproportionately co-occur with images of a certain class when making classifications. This suggests that heatmap loss functions could be used to prevent models from learning dataset biases by directing where the model should be looking when making classifications.
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Wang, Yang, and Xin Liu. "Trust Restoration of Potential Consumers by Merchant Feedback after Online Negative Reviews : Discussion based on Attribution Theory." In 2022 14th International Conference on Measuring Technology and Mechatronics Automation (ICMTMA). IEEE, 2022. http://dx.doi.org/10.1109/icmtma54903.2022.00146.

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Kröll, Martin, and Kristina Burova-Keßler. "Use of AI tools in learning platforms and the role of feedback for learning." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001504.

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The digital transformation in the world of work has profound effects on the processes of career orientation and the transition between school and work. Together with international partners from Bulgaria, Germany, Greece, Spain, Italy and Hungary, a digital mentoring concept to secure the employability of young people has been or is being investigated in the three-year EU project "Career 4.0". The focus is on the further development of a personal development plan with the help of which the young people can reflect on their future employment opportunities. Compared to other teaching-learning situations, this is a learning process that is open to development without a predetermined true or false, as is usually the case with mathematical tasks, for example. This places special demands on the mentors when it comes to assessing which forms of feedback are particularly beneficial for the young people and which prove to be less beneficial.Within the framework of the EU project, empirical studies were carried out which came to the conclusion that the quality of the feedback that mentors give to mentees is assessed very dif-ferently by these groups of participants. The mentees see considerable potential for improve-ment when it comes to the quality of the feedback from the mentors. In contrast, the mentors themselves are not as critical of their activities in giving feedback. Over 60 mentees and over 30 mentors have participated in the empirical study so far.The starting point for the study is the meta-analysis of the research team around Hattie et al. (2016). They differentiate between the following forms of feedback: (1) task-related, (2) pro-cess-related, (3) self-regulation-related and (4) person- or self-related feedback. According to the evaluation of their meta-analysis, the second and third forms of feedback have the greatest effect on learning outcomes.Furthermore, scientific studies have shown that the acceptance of feedback depends on numerous influencing factors, which can be assigned to four areas: Characteristics of (1) the feedback message, (2) the feedback source, (3) the feedback recipient and (4) the feedback context. The effect of feedback can be related to three levels, following the psychology of lear-ning: (1) cognitive (e.g. closing competence gaps), (2) metacognitive (e.g. supporting self-assessment and self-awareness) and (3) motivational level (e.g. promoting readiness). How the feedback recipients (here: the young people) ultimately deal with the feedback also depends on their causal attribution, i.e. which reasons they see as causal for their progress or the failure of their actions. If, for example, they attribute their inadequate task performance to environmental factors, e.g. difficult and unfair tasks or disproportionate time pressure, or if they see the reasons in themselves, e.g. in their lack of commitment or insufficient skills, this has very different effects on the effects of the feedback. Among other things, this can lead to a "self-esteem distortion" if, for example, negative results are primarily attributed to external circumstances. The research project is also investigating the extent to which AI tools can help to make feed-back even more effective and efficient for learners. In order to provide IT and AI solutions (such as adaptive learning systems, learning analytics, intelligent CBR recommendation sys-tems) to support the giving of feedback, e.g. with the help of a learning platform, it is advantageous and necessary to make the feedback process transparent by using a process mo-delling approach and to work out individual process steps.Hattie, J. & Timperley, H. (2007): The Power of Feedback, in: Review of Educational Research Vol. 77, No. 1, 81-112.London, M. & McFarland, L. (2010): Assessment Feedback. In J. Farr & N. Tippins (Hrsg.), Employee Selection (S. 417-436). New York, London: Routledge.Narciss, S. (2013). Designing and Evaluating Tutoring Feedback Strategies for digital learning environments on the basis of the Interactive Tutoring Feedback Model. Digital Education Review, (23), 7–26.
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Andoy, Charizze Mae A., and Saturnina P. Aberin. "Factors Influencing Academic Performance Of Children With Autism Included In The General Education Classroom: A Case Study." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.006.

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ABSTRACT Students with autism face diverse challenges in general education classroom and this greatly affect their access and full participation in academic programs. The purpose this case study is to find out the factors influencing the academic performance of children with autism included in general education classroom. The study was guided in establishing the factors influencing the academic performance of children with autism; the instructional strategies; the family involvement; the attitude and their overall academic performance. The study adopted theories of Bandura Social Cognition and Weiner Attribution. The questionnaires were administered to parents, autism graduates and to their previous teachers in 4 levels. Data were analysed and summarized. Findings indicated that classroom factors, step-by-step method of instructional strategies, the positive feedback; family involvement, character of obedience and persistence of the students that range from average to excellent level influence the academic performance of autism students included in general education classroom. The study recommended that autism students should work hard despite of their condition. Parents should find ways on how to handle their children. Teachers must not only monitor the academic performance and behaviour of students. Community should embrace understanding and acceptance of autism students who have done right and wrong. KEYWORDS: Academic Performance, Autism, General Education Classroom
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Creemers, Joris, Gilles Hermans, Virginie Schrayen, Frederik Van Wonterghem, An Wertelaers, and Manfred Schrauben. "Belgian Regulatory Framework for Decontamination and Decommissioning: Lessons Learned and New Initiatives." In ASME 2013 15th International Conference on Environmental Remediation and Radioactive Waste Management. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icem2013-96305.

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Belgium can rely on significant experience in the field of decontamination and decommissioning of nuclear facilities. Several projects are ongoing and include research reactors (BR3, Thetis), uranium and MOX fuel fabrication plants (FBFC International, Belgonucleaire), fuel reprocessing facilities (Eurochemic) and radwaste processing facilities (Belgoprocess). Additional projects are expected in the coming years with the planned final shutdown of the oldest nuclear power reactor units. Two national authorities are involved in the decontamination and decommissioning process of nuclear facilities. The FANC (together with its subsidiary Bel V) is concerned for all matters related to nuclear safety and radiation protection, while NIRAS/ONDRAF is concerned for all matters related to radioactive waste and fuel management and financial provisions. These attributions ensure that all safety and material concerns are addressed and that both the licensees and the national authorities bear their own responsibilities. They rely on an existing regulatory framework covering both the procedural and the technical aspects of the decontamination and decommissioning activities. However, opportunities for regulatory improvement were raised after some recent events in Belgium, among which the bankruptcy of a nuclear company producing radioisotopes, involving numerous additional interested parties in a complex judiciary context. Amendments in the current regulations are considered to increase the prerogatives of the authorities regarding the management of radioactive waste by a licensee, the transfer of an operating license from an operator to another, and the general decommissioning strategy of a facility. Furthermore, a dedicated “waste and decommissioning” working group within WENRA defined new reference levels applying to the decontamination and decommissioning of nuclear facilities. Belgium committed to include these requirements explicitly in its national legislation, even though most of them were already included in the existing decommissioning authorizations. Amendments will cover the safety provisions inherent to the decontamination and decommissioning phase, such as the decommissioning strategy, the qualification of techniques, the experience feedback valorization, the periodic safety reviews, the radioactive waste management, or the final characterization of the sites. Additionally, requirements regarding the authorization process will be detailed, such as the content of the licensee’s application file or the structure of the safety report covering the decontamination and decommissioning phase. These changes will contribute to a more secure regulatory framework for all interested parties.
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Reports on the topic "Feedback attribution"

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Lubkovych, Igor. METHODS OF JOURNALISTIC COMMUNICATION. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11096.

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Journalistic communication is professional, its purpose is to obtain information and share it withthe audience. A journalist communicates when he intends to receive information directly from the interlocutor, from documents that the interlocutor has, or by observing the behavior of the interlocutor during the conversation. The most common method is communication in order to obtain verbal information. In the course of communication, a journalist succeeds when he adheres to politeness, clarity, brevity. It is important that the conditions of communication must be prepared or created: a place of communication, participants of communication, demonstration of listening skills, feedback. You should always try to get documentary evidence of what you have heard. An active reaction to what is heard by the journalist should be used to find out how much the interlocutor understands what is being said. At the beginning of the conversation, when the interlocutor expresses his attitude to the event or problem in question, it should not be interrupted. A journalist, like most people, often makes two mistakes when communicating: perceives as truth what is presented and attributes characteristics. Attribution of the characteristic as a psychological error is known since the beginning of the last century. And the perception of everything as the truth has long been inherent in our society.
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