The Effect of Female Teachers' Corrective Feedbacks on Developmental Evaluations on Educational Resilience and Education Attendance of Female Students

Document Type : Research Paper


1 Master of Educational Psychology, Lorestan University, Khorramabad, Iran

2 M.Sc. Student of History and Philosophy of Education, Shahed University, Tehran, Iran

3 PhD student in Philosophy in Education, Shahed University, Tehran, Iran

4 PhD of Educational Psychology, Lorestan University, Khorramabad, Iran

5 BSc in Public Psychology, Farhangian University, Tehran, Iran


The aim of this study was to investigate the effect of feedback corrective teachers in a formative evaluation of the Resiliency Education and Meaning of education Khorramabad city was the first high school male students. this quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects that among male high school students of Khorramabad selected by multistage cluster sampling method and were randomly assigned to experimental groups (written and verbal feedback Butler and Wine-based model) and control group were assigned. The intervention groups for 10 weeks after genetic evaluation model based on feedback received. During this period, the control group received no intervention. The data were collected from questionnaires meaning of education and resilience scale study in the pre-test and post-test for both test and control groups were used. Data were analyzed using multivariate analysis of covariance. Covariance analysis showed significant differences between the two groups. they come to significantly increase. Results showed that the level of academic resilience and Meaning of education experimental group was significantly increased compared to control group. they come to significantly increase. Thus If the teachers after the model of formative assessment Butler and Wine to provide feedback to students, they can study the level of resiliency and Meaning of education to significantly increase.


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