Concepedia

Task-referenced Feedback

Task-Referenced Feedback is a form of feedback communication that pertains specifically to the performance, structure, or execution of a defined task, distinguishing itself from personal or general feedback by being anchored exclusively to the task's objectives, criteria, or procedures.

6

Publications

404

Citations

21

Authors

13

Institutions

Publications per year

2017–2026

1

Parents

Publications

6

Implicit and Self-Attributed Motives to Achieve: Two Separate but Interacting Needs.

Joachim C. Brunstein, Günter W. Maier · Journal of Personality and Social Psychology · 2005 · 196 citations

, , +10

Effects of Task-Focused Goals on Low-Achieving Students With and Without Learning Disabilities

Lynn S. Fuchs, Douglas Fuchs, Kathy Karns et al. · American Educational Research Journal · 1997 · 77 citations

, , +17

Learning a coordinated rhythmic movement with task-appropriate coordination feedback

Andrew D. Wilson, Winona Snapp‐Childs, Rachel O. Coats et al. · Experimental Brain Research · 2010 · 48 citations

, , +13

Differential effects of norm-referenced and self-referenced feedback on performance expectancies, attributions, and motivation

Wendy McColskey, Mark R. Leary · Contemporary Educational Psychology · 1985 · 35 citations

, , +15

The facilitatory effect of negative feedback on the emergence of analogical reasoning abilities

Linden J. Ball, Alison M. Hoyle, Andrea S. Towse · British Journal of Developmental Psychology · 2009 · 24 citations

, , +17

1–5 of 6

Authors

21

  1. WM
    Wendy McColskey

    The Ohio State University, United States

    1 publications · 35 citations

    1

    h-index

  2. KD
    Kim Dirkx

    Open University of the Netherlands, Netherlands

    1 publications · 24 citations

    1

    h-index

  3. MK
    Michelle Katzaroff

    Vanderbilt University, United States

    1 publications · 77 citations

    1

    h-index

  4. WS
    Winona Snapp‐Childs

    Indiana University Bloomington, United States

    1 publications · 48 citations

    1

    h-index

  5. MR
    Mark R. Leary

    Wake Forest University, United States

    1 publications · 35 citations

    1

    h-index

1–5 of 21

Institutions

13

  1. Bielefeld University

    Bielefeld, Germany

    1 h-index

    1 publications

    196 citations

  2. Fontys University of Applied Sciences

    Eindhoven, The Netherlands

    1 h-index

    2 publications

    48 citations

  3. University of Florida

    Gainesville, United States

    1 h-index

    1 publications

    35 citations

  4. University of Leeds

    Leeds, United Kingdom

    1 h-index

    1 publications

    48 citations

  5. Open University of the Netherlands

    Heerlen, The Netherlands

    1 h-index

    3 publications

    72 citations

  6. Peabody

    London, United Kingdom

    1 h-index

    6 publications

    462 citations

  7. Giessen School of Theology

    Giessen, Germany

    1 h-index

    1 publications

    196 citations

  8. Vanderbilt University

    Nashville, United States

    1 h-index

    6 publications

    462 citations

1–8 of 13

Venues

  1. British Journal of Developmental Psychology

    1 publications · 24 citations

    1

    h-index

  2. American Educational Research Journal

    AERJ · 1 publications · 77 citations

    1

    h-index

  3. Active Learning in Higher Education

    1 publications · 24 citations

    1

    h-index

  4. Journal of Personality and Social Psychology

    1 publications · 196 citations

    1

    h-index

  5. Contemporary Educational Psychology

    CEP · 1 publications · 35 citations

    1

    h-index

1–5