Types of feedback to control motivation in study : gender comparison (Hebrew)

In the last few years, due to various constraints such as the Covid-19 epidemic, there has been a transition from a face-to-face learning environment to a digital learning environment. This change forced several adjustments to be made in the teaching methods including the need to manage the student's self-learning. Due to these changes and circumstances, it will be clear that the motivation factor is necessary and significant in this kind of learning process. Hence, the importance of understanding the relationship between the different types of feedback and the level of motivation and its management so that the student can reach the highest level of motivation.
The effect of giving feedback of all kinds on motivational management has been widely studied in research literature. To date, many studies have been carried out on the topic of feedback, in which it has been proven that giving feedback during the learning process is effective.
In this study, two types of feedback were examined: general feedback and attributional feedback. The topic of providing attributional feedback in a digital environment in a young population has not been comprehensively studied to date .
This study aims to expand the existing research knowledge on the subject of attributional feedback versus general feedback, and their effect on the student's motivation level, especially in the challenging conditions of learning in a digital environment.
In the study, instructions were given for the management of motivation, and appropriate questionnaires and tests were carried out that tested the compatibility and relationship between the variables - the type of feedback, general vs. attribution, management of motivation level and gender .
72 male and female students aged 7-9 participated in the study. The participants anonymously answered 3 questionnaires: a demographic questionnaire, a knowledge test (RAMA 2021 website) and a questionnaire to measure motivation (Schwinger et al., 2007).
The first research hypothesis dealt with the relationship between the motivation questionnaire and the achievements. The hypothesis was that the relationship between the achievements and the level of motivation would be higher in the attributional feedback group. The findings did not significantly support this hypothesis. In the total score of the
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test, a finding that tends to significance is obtained which indicates higher achievements in the attributional feedback group compared to the general feedback.
In addition, it was possible to see that in this group, compared to the group that received the general feedback, there was a positive relationship in certain questions.
The second hypothesis was that attributional feedback would cause higher motivation compared to general feedback, and indeed the findings confirmed this hypothesis, but not significantly.
The third research hypothesis dealt with the gender difference in motivation level. The hypothesis was that boys would be more motivated compared to girls in both types of feedback. This hypothesis was disproved.
No gender difference was found in the level of motivation in both types of feedback. In addition, the relationship (interaction) between gender and the type of feedback in relation to motivation was examined and no significant relationship was found between them.
The fourth research hypothesis dealt with the differences in achievement in the tests given the two types of feedback. It was hypothesized that attributional feedback would result in higher achievement compared to general feedback. The findings did not support this hypothesis.
The research findings support and reinforce the importance of motivation management instructions.
The main conclusion that emerges from this study is that attributional feedback increases the level of motivation even at young ages and it is very important to make pedagogical adjustments using this tool from a young age, without the need for gender adjustment.