2026-04-28T20:07:03Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/48292022-12-19T13:36:00Zcom_10259_5841com_10259_5086com_10259_2604com_10259_4201col_10259_5842col_10259_4505

Sáiz Manzanares, María Consuelo 510 500 0000-0002-1736-2089 Cuesta Segura, Isidoro Iván 135 500 0000-0003-4088-9302 Alegre Calderón, Jesús Manuel 16 500 0000-0003-3629-2570 Peñacoba Antona, Lorena 430 600 2018-06-28T11:04:34Z 2018-06-28T11:04:34Z 2017-07 2504-284X http://hdl.handle.net/10259/4829 10.3389/feduc.2017.00034 Nowadays in higher education, the teaching procedures that lead to better learning outcomes (LO) require continuous analysis. Rubrics such as teaching feedback procedures have demonstrated their effectiveness at heightening the reflection of university students on their own practice. The aims were (1) to study the effects of different types of rubric-based feedback [from process-oriented feedback to traditional feedback] on LO and on student perceptions of subject matter knowledge (SPKI) after training in a comparison between students in engineering and students in the social sciences; (2) to analyze the relation between metacognitive skills and motivation with LO and SPKI; and (3) to validate the results with structural equation modeling (SEM). The study comprised a total of 171 university students (n = 80 from the mechanical engineering degree and n = 91 from social sciences degree). A quasi-experimental design with a control group was used to test aim 1 and a descriptive correlational design to test aim 2. SEM was applied to validate the results (aim 3). Significant differences were found between both types of rubric-based feedback (process-oriented v. traditional) in relation to LO, though not in relation to SPKI. The effects of the degree type were noted in LO but no in SPKI. Likewise, a relation between SPKI and motivation skills was found in engineering students. Accordingly, the type of degree and the characteristics of the subject modules appear to be determining factors in successful learning, while SPKI is directly linked to motivation skills. The SEM results validated these conclusions. application/pdf eng Frontiers Media Frontiers in Education. 2017, V. 2, art. 34 https://doi.org/10.3389/feduc.2017.00034 Attribution 4.0 International http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess institutional change rubric feedback higher education self-regulation of learning assessment Enseñanza superior Education, Higher Effects of different types of rubric-based feedback on learning outcomes info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion CC-LICENSE license_rdf license_rdf application/rdf+xml; charset=utf-8 908 https://riubu.ubu.es/bitstream/10259/4829/8/license_rdf 0175ea4a2d4caec4bbcc37e300941108 MD5 8 THUMBNAIL Saiz-FE_2017.pdf.jpg Saiz-FE_2017.pdf.jpg IM Thumbnail image/jpeg 4451 https://riubu.ubu.es/bitstream/10259/4829/7/Saiz-FE_2017.pdf.jpg 88186ad2168d1bafcb8b1f58808ae13b MD5 7 ORIGINAL Saiz-FE_2017.pdf Saiz-FE_2017.pdf application/pdf 1528228 https://riubu.ubu.es/bitstream/10259/4829/1/Saiz-FE_2017.pdf 1d90cc9dc48de01b6b02de75709f9c30 MD5 1 LICENSE license.txt license.txt text/plain; charset=utf-8 999 https://riubu.ubu.es/bitstream/10259/4829/5/license.txt b295bcbce42e2caabeb0c623d3860c06 MD5 5 TEXT Saiz-FE_2017.pdf.txt Saiz-FE_2017.pdf.txt Extracted text text/plain 65288 https://riubu.ubu.es/bitstream/10259/4829/6/Saiz-FE_2017.pdf.txt acbb3d450cac494e7bc1ce34cac73da3 MD5 6 10259/4829 oai:riubu.ubu.es:10259/4829 2022-12-19 14:36:00.483 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es 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