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Who benefits from AI feedback? The Moderating Role of Students’ Achievement Goals and Argumentative Writing Skills
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Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1002/tea.21316openalex-snapshot
The development and validation of a learning progression for argumentation in science
inferredcites →https://doi.org/10.1007/978-0-387-98125-3_4openalex-snapshot
Argumentation and Learning
inferredcites →https://doi.org/10.1007/bf00991653openalex-snapshot
Achievement goals and intrinsic motivation: Their relation and their role in adaptive motivation
inferredcites →https://doi.org/10.1007/bf02294627openalex-snapshot
Weighted Likelihood Estimation of Ability in Item Response Theory
inferredcites →https://doi.org/10.1007/s10648-019-09493-1openalex-snapshot
The Intersection of Gender, Social Class, and Cultural Context: a Meta-Analysis
inferredcites →https://doi.org/10.1007/s10648-025-10020-8openalex-snapshot
Looking Beyond the Hype: Understanding the Effects of AI on Learning
inferredcites →https://doi.org/10.1007/s11031-021-09881-7openalex-snapshot
Achievement goal orientation: A predictor of student engagement in higher education
inferredcites →https://doi.org/10.1007/s11145-025-10638-8openalex-snapshot
Effects of feedback on deep-level features of argumentative writing over multiple drafts: Insights from an intervention study with secondary EFL students
inferredcites →https://doi.org/10.1007/s12144-022-04043-5openalex-snapshot
Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation
inferredcites →https://doi.org/10.1016/b978-012109890-2/50043-3openalex-snapshot
The Role of Goal Orientation in Self-Regulated Learning
inferredcites →https://doi.org/10.1016/j.cedpsych.2025.102363openalex-snapshot
Nonengagement and unsuccessful engagement with feedback in lower secondary education: The role of student characteristics
inferredcites →https://doi.org/10.1016/j.cedpsych.2025.102390openalex-snapshot
Advancing feedback research in educational psychology: Insights into feedback processes and determinants of effectiveness
inferredcites →https://doi.org/10.1016/j.cedpsych.2025.102395openalex-snapshot
Students ignore their mistakes: Elaborated error feedback processing in a digital learning system
inferredcites →https://doi.org/10.1016/j.edurev.2021.100416openalex-snapshot
A review of feedback models and typologies: Towards an integrative model of feedback elements
inferredcites →https://doi.org/10.1016/j.ijer.2004.06.008openalex-snapshot
Achievement goal orientations in writing:a developmental perspective
inferredcites →https://doi.org/10.1016/j.learninstruc.2024.102030openalex-snapshot
Constructive feedback can function as a reward: Students’ emotional profiles in reaction to feedback perception mediate associations with task interest
inferredcites →https://doi.org/10.1016/j.lindif.2012.12.013openalex-snapshot
Argumentative writing and academic achievement: A longitudinal study
inferredcites →https://doi.org/10.1016/j.lindif.2022.102223openalex-snapshot
Structural relations among implicit theories, achievement goals, and performance in writing
inferredcites →https://doi.org/10.1016/j.lindif.2025.102744openalex-snapshot
How does prior knowledge affect learning? A review of 16 mechanisms and a framework for future research
inferredcites →https://doi.org/10.1016/j.stueduc.2022.101208openalex-snapshot
Student – Feedback Interaction Model: Revised
inferredcites →https://doi.org/10.1037//0022-0663.93.1.77openalex-snapshot
Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost?
inferredcites →https://doi.org/10.1037//0022-3514.54.1.5openalex-snapshot
Goals: An approach to motivation and achievement.
inferredcites →https://doi.org/10.1037/0021-9010.74.4.657openalex-snapshot
Motivation and cognitive abilities: An integrative/aptitude-treatment interaction approach to skill acquisition.
inferredcites →https://doi.org/10.1037/0021-9010.82.3.390openalex-snapshot
A test of the influence of goal orientation on the feedback-seeking process.
inferredcites →https://doi.org/10.1037/0021-9010.92.1.128openalex-snapshot
A meta-analytic examination of the goal orientation nomological net.
inferredcites →https://doi.org/10.1037/0022-3514.70.3.461openalex-snapshot
Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.
inferredcites →https://doi.org/10.1037/0022-3514.72.1.218openalex-snapshot
A hierarchical model of approach and avoidance achievement motivation.
inferredcites →https://doi.org/10.1037/0033-2909.119.2.254openalex-snapshot
The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory.
inferredcites →https://doi.org/10.1037/0033-295x.95.2.256openalex-snapshot
A social-cognitive approach to motivation and personality.
inferredcites →https://doi.org/10.1037/a0013200openalex-snapshot
Achievement goal orientations and self-regulation in writing: An integrative perspective.
inferredcites →https://doi.org/10.1037/a0018947openalex-snapshot
A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with similar labels?
inferredcites →https://doi.org/10.1037/edu0000271openalex-snapshot
University instructors’ achievement goals for teaching.
inferredcites →https://doi.org/10.1038/s42256-024-00922-7openalex-snapshot
Guidelines for ethical use and acknowledgement of large language models in academic writing
inferredcites →https://doi.org/10.1080/00461520.2016.1207538openalex-snapshot
Supporting Learners' Agentic Engagement With Feedback: A Systematic Review and a Taxonomy of Recipience Processes
inferredcites →https://doi.org/10.1080/00461520.2022.2134135openalex-snapshot
“Feedback to the future”: Advancing motivational and emotional perspectives in feedback research
inferredcites →https://doi.org/10.1080/00461520.2023.2224444openalex-snapshot
Toward a cohesive psychological science of effective feedback
inferredcites →https://doi.org/10.1080/01443410.2025.2553639openalex-snapshot
How does artificial intelligence compare to human feedback? A meta-analysis of performance, feedback perception, and learning dispositions
inferredcites →https://doi.org/10.1080/02602938.2012.691462openalex-snapshot
Rethinking models of feedback for learning: the challenge of design
inferredcites →https://doi.org/10.1080/02635143.2016.1174932openalex-snapshot
Using climate change scenarios to assess high school students’ argumentation skills
inferredcites →https://doi.org/10.1080/08959280701332042openalex-snapshot
A Process Model of Goal Orientation and Feedback Seeking
inferredcites →https://doi.org/10.1111/bjet.13587openalex-snapshot
Generative AI and multimodal data for educational feedback: Insights from embodied math learning
inferredcites →https://doi.org/10.1177/0004944116652912openalex-snapshot
Towards a model of how learners process feedback: A deeper look at learning
inferredcites →https://doi.org/10.1177/1469787412467125openalex-snapshot
Facilitating productive use of feedback in higher education
inferredcites →https://doi.org/10.1207/s15326985ep3403_3openalex-snapshot
Approach and avoidance motivation and achievement goals
inferredcites →https://doi.org/10.2478/ristal-2025-0004openalex-snapshot
Accelerating Secondary Students' Learning Progression in Scientific Argumentation using Artificial Intelligence: An Educator's Guide and Online Course
inferredcites →https://doi.org/10.3389/feduc.2025.1614673openalex-snapshot
AI vs. teacher feedback on EFL argumentative writing: a quantitative study
inferredcites →https://doi.org/10.3389/feduc.2026.1737037openalex-snapshot
Stop perfecting the feedback, start supporting the uptake: rethinking AI in writing instruction
inferredcites →https://doi.org/10.3389/fpsyg.2019.03087openalex-snapshot
The Power of Feedback Revisited: A Meta-Analysis of Educational Feedback Research
inferredcites →https://doi.org/10.3389/fpsyg.2023.1149923openalex-snapshot
The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance
inferredcites →https://doi.org/10.3389/frai.2023.1162454openalex-snapshot
Automated feedback and writing: a multi-level meta-analysis of effects on students' performance
inferredcites →https://doi.org/10.3758/s13428-020-01530-0openalex-snapshot
Multiple imputation of missing data in multilevel models with the R package mdmb: a flexible sequential modeling approach
inferredcites →https://doi.org/10.58680/ccc198115885openalex-snapshot
A Cognitive Process Theory of Writing
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