Usefulness, Anticipated Difficulties, or Return Modality?

Factors Associated with Students Perceived Motivational Benefits of Rubrics in Computing Related Courses

抄録

Rubrics are used widely to clarify learning goals an d to support feedback. However, their motivational benefits might depend on students’ appraisals of rubric value, on their anticipated difficulties in the absence of rubrics, and on how feedback is enacted. Building on results obtained from our earlier study, we analyzed self reported data from computing related courses at a women ’s junior college in Japan N = 138 students with prior rubric use experience) to examine perceived motivational benefits associated with rubric use . Several linear regression models with robust standard errors were estimated to test associations with perceived usefulness of rubrics, anticipate d difficulties in the absence of rubrics (two factor s core dimensions), assignment return modality (in person vs. Microsoft Teams Microsoft Corp.Corp.))), and age. Across models, perceived usefulness was the most consistent positive predictor of perceived motivational benefits . Return via Microsoft Teams Microsoft Corp .) yielded a negative coefficient, but t he association attenuated after adjustment for perceived usefulness : it was not significant in the final model. Neither the anticipate d difficulty dimensions nor age improved explanatory power significantly . Overall, the findings suggest that students’ subjective value appraisals play a central role in motivational experiences with rubrics.