English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

EFFECTS OF EVALUATIVE FEEDBACK ON MATH SELF-EFFICACY, GRADE SELF-EFFICACY, AND MATH ACHIEVEMENT ON NINTH GRADE ALGEBRA STUDENTS: A LONGITUDINAL APPROACH Deborah J. B. Thompson May 12, 2007 The double-blind study used two intact ninth grade high school Algebra One classes for a total sample size of 46. Within each of the classes the participants were assigned randomly to one of three treatment groups: self-referenced feedback, socialreferenced feedback, and a control group. Self-referenced feedback compared the student’s performance to his or her previous performances. Social-referenced feedback compared the student’s performance to that of the other students in the class. The control group did not receive comparative feedback but innocuous comments such as “study your notes before class.” Six measurements of math self-efficacy, grade self-efficacy, and math achievement were taken over a five-month interval. Research questions investigated how students’ math self-efficacy, grade self-efficacy, and math achievement changed over time; and whether students’ math self-efficacy, grade self-efficacy, and math achievement varied by treatment group over time. Results of multilevel analysis indicated that all three of the dependent variables changed over time with significant pvalues for the intercepts and slopes using a linear unconditional growth model. No

Effects of evaluative feedback on math self-efficacy, grade self-efficacy, and math achievement of ninth grade algebra students : a longitudinal approach.