amenah oraki; Nahid Shetab Boushehri; Rasoul Abedan Zadeh
Volume 2, Issue 5 , September 2016, , Pages 97-110
Abstract
Introduction: Normative feedback includes information that can affect learning and the performance of skills. The purpose of the present study was to examine the effect of nnormative feedback on the reaction time and self-efficacy of female students with intellectual disability. Method: In this semi-experimental ...
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Introduction: Normative feedback includes information that can affect learning and the performance of skills. The purpose of the present study was to examine the effect of nnormative feedback on the reaction time and self-efficacy of female students with intellectual disability. Method: In this semi-experimental study, 42 female students of the same IQ were selected through convenience sampling. Having administered the pretest, the participants were divided into three groups of 14: normative feedback, reality feedback and control. The study consisted on three tests: pre-test, post-test and retention test. The retention test was performed 48 hours after the post -test. Findings: The research data were analyzed through SPSS and results of ANOVA-repeated measure test indicated that, the Positive feedback group in comparison with reality feedback and control, has shown a shorter reaction time, Also reality feedback group in comparison with control group has shown a shorter simple reaction time. But normative feedback on the selection reaction time had no effect. The positive feedback and the reality feedback could actually increase the self-efficacy of the students. Conclusion: Overall, it can be concluded that the normative feedback causes learning promotion and increases self-efficacy.
