Indirekte und moderierte Effekte von Rückmeldung auf Leistung und Motivation [Indirect and moderated effects of feedback on achievement and motivation]

Abstract

The two editors argue that feedback when used correctly, can be one of the most effective interventions in the context of teaching and learning processes. They take into account in their work not only the theoretical foundations, various models and empirical findings as well as various application and research fields with the aim of "an eye for cross-basic principles that underlie the successful design and operation of feedback, to open up the cross-domain to foster discussion about key elements in the feedback process and simultaneously been theoretically and empirically neglected aspects of feedback research to initiate reflection.