Ítem
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Puig Terrón, Miriam
Balagué i Canadell, Jordi Solé Pla, Joan |
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| desembre 2016 | |
| This study has been carried out while The Bologna Process was implemented in the European Higher Education Area (EHEA). One of the main features of TBP is Lifelong Learning (LLL), introduced to improve student learning, by emphasizing the role of feedback. The Goal Setting Theory of Motivation (GST) considers feedback as a mechanism to enhance performance. Starting from this theoretical framework, our objective is to analyse whether, for those students with specific and challenging goals, feedback enhances student motivation to perform at a high level. Interviews have been conducted with students who have experienced both Bologna and non- Bologna learning. The main finding is that a small increase in feedback entails a slight or no increase in the average scores of those students with specific and challenging goals; whereas for students with much general goals or no goals, the average score greatly increases | |
| application/pdf | |
| 026583 | |
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2162-1357 (versió paper) 2162-1381 (versió electrònica) |
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| http://hdl.handle.net/10256/13863 | |
| eng | |
| Center for Promoting Ideas (CPI), USA | |
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Reproducció digital del document publicat a: http://www.ijbhtnet.com/journals/Vol_6_No_4_December_2016/5.pdf Articles publicats (D-OGEDP) |
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| © International Journal of Business, Humanities and Technology, 2016, vol. 6, núm. 4, p. 35-39 | |
| Tots els drets reservats | |
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Procés de Bolonya -- Avaluació
Bologna process (European higher education) -- Evaluation Aprenentatge Learning Ensenyament universitari -- Europa Education, Higher -- Europe |
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| The Role of Feedback in the Bologna Process, According to Goal Setting Theory: An Exploratory Study of Students’ Perceptions | |
| info:eu-repo/semantics/article | |
| DUGiDocs |
