British Journal of Educational Psychology最新文献_第8页

Effects on and consequences of responses to errors: Results from two experimental studies 对错误反应的影响和后果：两项实验研究的结果

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-05-08 DOI: 10.1111/bjep.12686

Maria Tulis, Markus Dresel

Background

Interest in the potential of learning from errors to benefit innovation and organizational and personal growth is currently increasing. In practice, individuals frequently do not appear to learn spontaneously from errors and setbacks without support. Based on prior work, this paper considers antecedents and consequences of adaptive responses to errors.

Aims

Two experiments with undergraduate students aimed to identify the causal link between beliefs and maintained motivation and the adaptation of actions to the end of analysing and effectively correcting errors.

Samples and Methods

In Study 1 (N = 195, 72% female, M = 20.7 years, SD = 3.0), we experimentally manipulated learners' beliefs around the importance of errors to learning, after which they completed a 50-min learning session on research methods and statistics. In Study 2 (N = 67, 58% female, M = 21.8 years, SD = 3.99), we intertwined the manipulation more closely with the actual learning process by using prompts about adaptive responses to errors immediately after error feedback.

Results

In Study 1, those to whom we stressed the negative effects of errors showed significantly fewer adaptive action-related responses to errors, less persistence, and less use of metacognitive strategies after errors. In Study 2, we found significant positive effects on the learners' persistence, their metacognitive control, and effort investment.

Conclusions

Our results support and expand previous, mostly correlational, research findings on individuals' adaptive responses to errors.

背景：目前，人们对从错误中学习以促进创新、组织和个人成长的潜力越来越感兴趣。在实践中，如果没有支持，个人往往不会自发地从错误和挫折中学习。本文以先前的研究为基础，探讨了对错误做出适应性反应的前因后果。目的：以本科生为对象进行的两项实验旨在确定信念和保持的动机与适应性行动之间的因果联系，从而达到分析和有效纠正错误的目的：在研究 1（样本数 = 195，72% 为女性，M = 20.7 岁，SD = 3.0）中，我们通过实验操纵了学习者关于错误对学习重要性的信念，之后他们完成了 50 分钟的研究方法和统计学学习课程。在研究 2（N = 67，58% 为女性，M = 21.8 岁，SD = 3.99）中，我们将操纵与实际学习过程更紧密地结合在一起，在错误反馈后立即使用有关对错误的适应性反应的提示：在研究 1 中，我们强调错误负面影响的学生在错误发生后表现出的与行动相关的适应性反应明显较少，坚持性较低，元认知策略的使用也较少。在研究 2 中，我们发现错误对学习者的坚持性、元认知控制和努力投资都有明显的积极影响：我们的研究结果支持并扩展了之前关于个人对错误的适应性反应的研究结果，这些结果大多是相关性的。

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引用次数: 0

Effects of physically active maths lessons on children's maths performance and maths-related affective factors: Multi-arm cluster randomized controlled trial 体力活动数学课对儿童数学成绩和数学相关情感因素的影响：多臂群组随机对照试验。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-05-05 DOI: 10.1111/bjep.12684

Heidi J. Syväoja, Sirpa Sneck, Tuomas Kukko, Piritta Asunta, Pekka Räsänen, Helena Viholainen, Janne Kulmala, Harto Hakonen, Tuija H. Tammelin

Background

Physical activity (PA) may benefit academic performance, but it is unclear what kind of classroom-based PA is optimal for learning.

Aim

We studied the effects of physically active maths lessons on children's maths performance and maths-related effects, and whether gender and previous mathematical or motor skills modify these effects.

Sample

A total of 22 volunteered teachers and their pupils with signed consent (N = 397, mean age: 9.3 years, 51% females) participated in a 5-month, teacher-led, multi-arm, cluster-randomized controlled trial.

Methods

The intervention included a PAL group (20 min of physically active learning in each 45-min lesson), a breaks group (two 5-min PA breaks in each 45-min lesson) and a control group (traditional teaching). Maths performance was assessed with a tailored curriculum-based test. Maths-related enjoyment, self-perceptions and anxiety were measured with a self-reported questionnaire. The individual-level intervention effects were tested via covariate-adjusted linear mixed-effect models with school classes serving as random effects.

Results

Changes in maths performance or self-perceptions did not differ between the intervention groups. Maths anxiety in learning situations increased in the PAL group (effect .28, 95% CI = .01–.56); there was no change in the other groups. Subgroup analyses suggested that maths anxiety increased in the PAL group among children in the two lowest tertiles of motor skills. It decreased in the highest tertile. Enjoyment decreased in the breaks group among pupils in the lowest motor skill tertile.

Conclusions

Physically active maths lessons did not affect maths performance or self-perceptions but had divergent effects on maths anxiety and enjoyment, depending on motor skills.

背景：目的：我们研究了体力活动数学课对儿童数学成绩和数学相关效应的影响，以及性别和以前的数学或运动技能是否会改变这些效应：共有 22 名自愿参加的教师及其签字同意的学生（N = 397，平均年龄：9.3 岁，51% 为女性）参加了为期 5 个月、由教师主导的多臂分组随机对照试验：干预包括 PAL 组（每节课 45 分钟，20 分钟体育活动学习）、休息组（每节课 45 分钟，两次 5 分钟体育活动休息）和对照组（传统教学）。数学成绩通过量身定制的课程测试进行评估。与数学相关的乐趣、自我认知和焦虑则通过自我报告问卷进行测量。个人层面的干预效果通过协变量调整线性混合效应模型进行检验，学校班级作为随机效应：结果：干预组之间在数学成绩或自我认知方面没有差异。PAL组在学习情境中的数学焦虑增加了（效应.28，95% CI = .01-.56）；其他组没有变化。分组分析表明，在运动技能最低的两个三分位数中，PAL 组儿童的数学焦虑有所增加。而最高三分位数的儿童的焦虑则有所减轻。在运动技能最低三分位数的学生中，休息时间组的数学学习乐趣有所下降：结论：体能活动数学课不会影响数学成绩或自我认知，但对数学焦虑和乐趣的影响却因运动技能而异。

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引用次数: 0

How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure 母亲如何与孩子谈论失败、错误和挫折与孩子对失败的恐惧有关

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-05-01 DOI: 10.1111/bjep.12685

Elizabeth R. Peterson, Tanvi Sharma, Amy Bird, Annette M. E. Henderson, Varun Ramgopal, Elaine Reese, Susan M. B. Morton

Background

Many people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes.

Aims

In this study, we investigated how everyday parent-child conversations about setbacks influence children's fear of making mistakes.

Sample

Drawing on the large pre-birth Growing Up in New Zealand cohort, we focused on a sub-sample of 231 mother-child dyads who engaged in a recorded conversations about a "recent disappointment or setback" when the children were 8 years old.

Method

Conversations between mothers and children about the recent disappointments were coded to identify whether parents recognised or acknowledge their child's emotional response, if action plans were discussed, and the types of resources that the child could draw on. The children also completed a questionnaire about their global self-worth and their fear of making mistakes.

Results and Conclusions

The discussion of clear action plans, in the absence of a discussion about collaborative resources, was found to be associated with an increased fear of making mistakes among children. Conversely, when mothers clearly acknowledged their child's emotions and discussed ways to work collaboratively with their child on future problems, there was a notable decrease in the child's fear of mistakes. However, it is noteworthy that many mothers in our study either minimally acknowledged or dismissed their child's emotions(40%), rarely discussed action plans (55%), or collaborative resources (79%)when discussing the recent setback.

背景许多人害怕失败和犯错。本研究调查了日常亲子间关于挫折的对话如何影响儿童对犯错的恐惧。方法对母亲和孩子之间关于最近的失望的对话进行编码，以确定父母是否认识到或承认孩子的情绪反应、是否讨论了行动计划以及孩子可以利用的资源类型。孩子们还填写了一份关于他们的整体自我价值和对犯错的恐惧的问卷。结果与结论在没有讨论合作资源的情况下，讨论明确的行动计划与孩子们对犯错的恐惧增加有关。相反，当母亲明确承认孩子的情绪并讨论如何与孩子合作解决未来的问题时，孩子对犯错的恐惧就会明显减少。然而，值得注意的是，在我们的研究中，许多母亲在讨论最近的挫折时，要么很少承认或否认孩子的情绪（40%），要么很少讨论行动计划（55%）或合作资源（79%）。

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引用次数: 0

From the lab to the classroom: Improving children's prospective memory in a natural setting 从实验室到教室：在自然环境中改善儿童的前瞻性记忆

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-04-14 DOI: 10.1111/bjep.12682

Milvia Cottini, Paola Palladino, Demis Basso

Background

Laboratory-based studies have shown that children's ability to remember intentions (i.e., prospective memory; PM) can be improved by asking them to imagine performing the PM task beforehand (i.e., episodic future thinking; EFT) or to predict their PM performance. Moreover, combining the two strategies resulted in an additional improvement in children's PM performance. However, the effectiveness of these encoding strategies on real-life PM tasks is still unknown.

Aims

The aim of the present study was to evaluate the effect of EFT instructions, performance predictions, and of their combination on children's PM in a natural setting, namely in the classroom.

Sample

Twelve classes composed by a total of 121 children (53% females) aged between seven and 9 years participated to the study.

Methods

As a PM task, children were asked by their teachers to deliver a letter to their parents and to bring it back to school the next day. Children were divided into four groups: control, prediction, EFT, and the EFT + prediction group. Parent reports on children's everyday prospective and retrospective memory failures were also collected.

Results

Results showed that encoding strategies were effective in enhancing children's PM performance. However, differences compared to previous laboratory-based findings emerged since predicting PM performance resulted to be most effective in enhancing real-life PM performance. Moreover, parent reports were related to children's PM performance.

Conclusions

These novel findings highlight the importance of studying PM interventions in natural settings in order to increase their ecological validity and inform educational practices.

背景基于实验室的研究表明，通过让儿童事先想象执行PM任务（即外显未来思维；EFT）或预测他们的PM表现，可以提高儿童记忆意图的能力（即前瞻性记忆；PM）。此外，将这两种策略结合起来还能进一步提高儿童的前瞻性记忆成绩。本研究的目的是评估在自然环境中，即在课堂上，EFT指令、成绩预测以及两者结合对儿童下午作业的影响。方法作为一项下午作业，老师要求儿童给父母送一封信，并在第二天带回学校。儿童被分为四组：对照组、预测组、EFT 组和 EFT + 预测组。结果表明，编码策略能有效提高儿童的下午表现。然而，与以往基于实验室的研究结果相比，结果出现了差异，因为预测 PM 表现对提高现实生活中的 PM 表现最为有效。结论这些新发现强调了在自然环境中研究学习动机干预的重要性，以提高其生态有效性并为教育实践提供参考。

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引用次数: 0

A reciprocal association between interpersonal relationship quality and student's positive affect: A three-wave random intercept cross-lagged study in a Chinese primary mathematics learning context 人际关系质量与学生积极情感之间的相互关系：中国小学数学学习背景下的三波随机截距交叉滞后研究。

IF 3.7 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-03-28 DOI: 10.1111/bjep.12669

Tianxue Cui, Qimeng Liu, Nan Shen

Aim

This study adopted a three-wave random intercept cross-lagged panel model to explore the longitudinal reciprocal relationships between (a) the teacher–student relationship (TSR) quality and (b) the parent–child relationship (PCR) quality and positive affect among Chinese primary school students.

Samples

Two primary school student samples, including 3505 and 2505 students, were tracked with their perceived relationship quality with math teachers and parents and their positive affect levels in mathematics learning over three academic years.

Results

The results demonstrated that more closeness with parents could significantly predict students' subsequent higher level of positive affect in mathematics learning. However, more closeness with their math teachers did not show significant prediction. Meanwhile, more conflict with math teachers and parents could significantly predict their subsequent lower degree of perceived positive affect in mathematics learning. That is, a reciprocal association lines in the PCR quality and positive affect, whereas only a unidirectional association exists between the TSR and positive affect. The predictions of the experienced positive affect on their perceived interpersonal relationships with math teachers and parents were stronger than those in the reverse association.

Conclusions

This study identifies that while the effects of closeness with math teachers and parents on positive affect in students' math learning differ, conflict with math teachers and parents indeed harms students' experienced positive affect in math learning. More attention should also be paid to fostering positive affect in math learning.

目的：本研究采用三波随机截距交叉滞后面板模型，探讨中国小学生（a）师生关系（TSR）质量和（b）亲子关系（PCR）质量与积极情感之间的纵向互惠关系：两个小学生样本，包括 3505 名学生和 2505 名学生，追踪了他们在三个学年中感知到的与数学教师和家长的关系质量，以及他们在数学学习中的积极情感水平：结果表明，与父母关系更亲密的学生在数学学习中的积极情绪水平更高，而与数学老师关系更亲密的学生在数学学习中的积极情绪水平更低。然而，与数学老师关系更亲密的学生对其数学学习积极情感水平的预测并不明显。与此同时，与数学老师和家长之间的冲突越多，就越能显著预测学生在数学学习中的积极情感感知水平越低。也就是说，PCR 质量与积极情感之间存在相互关联，而 TSR 与积极情感之间只存在单向关联。体验到的积极情感对他们感知到的与数学老师和家长的人际关系的预测强于反向关联的预测：本研究发现，虽然与数学教师和家长的亲密关系对学生数学学习积极情感的影响不同，但与数学教师和家长的冲突确实会损害学生在数学学习中体验到的积极情感。在数学学习中培养积极情感也应得到更多关注。

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引用次数: 0

Understanding boys' underrepresentation in private and enriched programmes during the transition to secondary school 了解男生在升入中学期间参加私立和强化课程人数不足的情况。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-03-27 DOI: 10.1111/bjep.12678

Isabelle Plante, Kathryn Everhart Chaffee, Evelyne Gauthier, Elizabeth Olivier, Véronique Dupéré

Background

In the past decades, there has been a growing concern to understand why boys struggle in school. One of the turning points in students' educational trajectories likely to exacerbate boys' academic difficulties is students' enrolment in private or enriched school programmes, as boys are underrepresented in such programmes.

Method

To better understand this gender imbalance, our research draws on a longitudinal design to examine whether grade 6 students' externalizing behaviours, school engagement and school grades in mathematics and language arts relate to secondary school programme attendance, among a sample size of 577 students (277 boys).

Results

Path analysis showed that only language arts grades predicted enrolment in private or selective public programmes and contributed to boys' underrepresentation in these programmes.

Conclusions

Such findings have important implications for understanding boys' underachievement and low persistence in school as well as to guide interventions to promote gender and overall educational equity in school.

背景：在过去的几十年里，人们越来越关注了解男生在学业上挣扎的原因。学生教育轨迹中可能加剧男孩学业困难的转折点之一是学生进入私立或强化学校课程，因为男孩在这些课程中的比例较低：为了更好地理解这种性别不平衡现象，我们的研究采用了纵向设计，在 577 名学生（277 名男生）的样本中，研究了六年级学生的外化行为、学校参与度以及数学和语文成绩是否与中学课程的入学率有关：路径分析显示，只有语言艺术成绩能预测私立或公立选择性课程的入学率，并导致男生在这些课程中的比例偏低：这些研究结果对于了解男生成绩不佳和在校学习坚持率低的情况，以及指导干预措施以促进学校中的性别平等和整体教育公平具有重要意义。

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引用次数: 0

The role of academic performance, prosocial behaviour and friendships on adolescents' preferred studying partners: A longitudinal social network analysis 学习成绩、亲社会行为和友谊对青少年首选学习伙伴的影响：纵向社会网络分析

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-03-21 DOI: 10.1111/bjep.12675

Diego Palacios, Christian Berger, Bernardette Paula Luengo Kanacri, Mark Huisman, René Veenstra

Background

Peers constitute an important developmental context for adolescent academic behaviour providing support and resources to either promote or discourage attitudes and behaviours that contribute to school success. When looking for academic help, students may prefer specific partners based on their social goals regarding academic performance.

Aims

Based on the social goals for wanting to achieve academically (e.g., studying to be with friends, increasing/maintaining their own social status), we examine the extent to which adolescents' selection of preferred academic partners (with whom they would like to study) is driven by peers' academic performance, prosocial behaviour and friendships. Moreover, as high-achieving students play an important role in academic settings, whether they are more likely to prefer to study with similar high-achieving peers and friends was examined.

Sample

A total of 537 seventh-grade students from 13 classes over three waves.

Methods

Longitudinal social network analyses (RSiena).

Results

Adolescents were more likely to select high achievers, friends and prosocial peers as preferred academic partners. Furthermore, high achievers were more likely to choose other high achievers and friends as preferred academic partners.

Conclusions

Adolescents are likely to prefer as study partners someone they can learn from and who is more approachable, cooperative and friendly. Regarding high achievers, they would choose not only academic partners with similar academic interests and motivations to help them boost their academic achievement but also classmates with whom they like to spend time and share personal issues.

背景：同伴是青少年学业行为的重要发展环境，他们提供支持和资源，促进或阻碍有助于学业成功的态度和行为。目的：基于希望取得学业成绩的社会目标（例如，学习是为了和朋友在一起，提高/保持自己的社会地位），我们研究了青少年选择首选学习伙伴（他们希望和谁一起学习）在多大程度上受同伴的学业成绩、亲社会行为和友谊的驱动。此外，由于成绩优异的学生在学习环境中扮演着重要角色，我们还研究了他们是否更倾向于与成绩优异的同学和朋友一起学习：方法：纵向社会网络分析：方法：纵向社会网络分析（RSiena）：结果：青少年更倾向于选择成绩优异者、朋友和亲社会同伴作为首选学习伙伴。此外，成绩优秀的学生更有可能选择其他成绩优秀的学生和朋友作为首选学习伙伴：结论：青少年更倾向于选择他们可以从中学到东西、更平易近人、更合作、更友好的人作为学习伙伴。对于成绩优秀的学生来说，他们不仅会选择学习兴趣和动机相似的学习伙伴来帮助他们提高学习成绩，而且还会选择他们喜欢与之共度时光和分享个人问题的同学。

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引用次数: 0

“It's like an epidemic, we don't know what to do”: The perceived need for and benefits of a suicide prevention programme in UK schools "这就像一场流行病，我们不知道该怎么办"：在英国学校开展预防自杀计划的必要性和益处。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-03-21 DOI: 10.1111/bjep.12683

Emma Ashworth, Joniece Thompson, Pooja Saini

Background

Despite emerging evidence for the effectiveness of school-based suicide prevention programmes worldwide, there are few being implemented in the United Kingdom, and their social validity (i.e., the feasibility, acceptability, and utility) is not yet known.

Aims

We aimed to conduct a scoping study to determine: (1) the social validity and potential benefits of school-based suicide prevention interventions, (2) the perceived need for such interventions, and (3) barriers and facilitators to implementation.

Sample and Methods

A total of 46 participants took part. Semi-structured interviews were conducted with mental health professionals (N = 8), school staff (N = 8), and parents whose children had experienced suicidal ideation/behaviours (N = 3) in England. Focus groups were also completed with children and young people (N = 27) aged 15–18 across three state secondary schools. Data were analysed using thematic framework analysis.

Results

Three themes were identified: (1) the need for and importance of suicide prevention in children and young people, (2) schools as a setting for delivery, and (3) key components of suicide prevention programmes.

Conclusions

Participants overwhelmingly agreed that there is a need for a greater and more consistent emphasis on school-based suicide prevention. School appears to be an acceptable location for suicide prevention, and participants felt discussions about suicide should begin at the start of secondary school. However, there are potential barriers that need to be considered, including tailoring for neurodiversity, challenging cultural/family beliefs and stigma, managing personal experiences of suicidal thoughts or previous bereavement from suicide, and a lack of existing training for school staff.

背景：目的：我们旨在开展一项范围研究，以确定：（1）校本自杀预防干预措施的社会有效性和潜在益处；（2）对此类干预措施的认知需求；以及（3）实施的障碍和促进因素：共有 46 名参与者参加。研究人员对英格兰的心理健康专业人士（8 人）、学校教职员工（8 人）以及子女有自杀倾向/行为的家长（3 人）进行了半结构式访谈。此外，还与三所公立中学 15-18 岁的儿童和青少年（27 人）进行了焦点小组讨论。采用主题框架分析法对数据进行分析：结果：确定了三个主题：结果：确定了三个主题：(1) 预防儿童和青少年自杀的必要性和重要性；(2) 以学校为实施环境；(3) 预防自杀计划的关键组成部分：绝大多数与会者都认为，有必要更多、更一致地强调以学校为基础的自杀预防工作。学校似乎是一个可以接受的预防自杀场所，参与者认为有关自杀的讨论应从中学开始。但是，也有一些潜在的障碍需要考虑，包括针对神经多样性、挑战文化/家庭信仰和耻辱感、处理自杀念头或之前因自杀而丧亲的个人经历，以及缺乏对学校教职员工的现有培训。

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引用次数: 0

The role of momentary emotions in promoting error learning orientation among lower secondary school students: An intervention study embedded in a short visual programming course 瞬间情绪在促进初中生错误学习导向中的作用：嵌入短期视觉编程课程的干预研究。

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-03-19 DOI: 10.1111/bjep.12681

Rahel Schmid, Robbert Smit, Nicolas Robin, Alexander Strahl

Background

Students make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities.

Aims

This study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of students, interacted during a 1-day course on visual programming in an out-of-school learning environment.

Samples

The sample consisted of 269 lower secondary school students (grades 7–9).

Methods

The data were collected in an intervention study, with questionnaires applied directly before and after the course, and with four measurements of state emotions during the course.

Results

The results showed that error learning orientation had an expected effect on the students' emotions at the beginning of the course. The emotions changed positively over the course of the workshop, while the error learning orientation remained stable. No differences in error learning orientation were found between the control and intervention groups. An expected, reciprocal effect of students' emotions on their error learning orientation at the end of the course day could not be found.

Conclusion

Changes in error learning orientation are difficult to achieve during 1-day courses. Nevertheless, through targeted, pedagogical approaches, which aim to minimize the influence of unfavourable emotions that occur in problem-oriented learning situations, teachers could help students develop a positive error learning orientation in the long term, whereby errors are viewed as an opportunity for learning.

背景介绍学生在视觉编程中会犯很多错误。目的：本研究旨在探讨在校外学习环境中，在为期一天的视觉编程课程中，学生的瞬间情绪，特别是愉快、焦虑和无聊，以及错误学习导向在多大程度上相互影响：样本：269 名初中生（7-9 年级）：方法：通过干预研究收集数据，在课程前后直接进行问卷调查，并在课程期间进行四次状态情绪测量：结果表明，错误学习导向在课程开始时对学生的情绪产生了预期的影响。在研修班的学习过程中，情绪发生了积极的变化，而错误学习导向则保持稳定。对照组和干预组在错误学习导向方面没有发现差异。在课程结束时，也没有发现预期的学生情绪对错误学习取向的相互影响：结论：在为期一天的课程中很难实现错误学习导向的改变。然而，教师可以通过有针对性的教学方法，将问题导向型学习情境中出现的不利情绪的影响降至最低，从而长期帮助学生形成积极的错误学习导向，将错误视为学习的机会。

{"title":"The role of momentary emotions in promoting error learning orientation among lower secondary school students: An intervention study embedded in a short visual programming course","authors":"Rahel Schmid, Robbert Smit, Nicolas Robin, Alexander Strahl","doi":"10.1111/bjep.12681","DOIUrl":"10.1111/bjep.12681","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Students make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>This study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of students, interacted during a 1-day course on visual programming in an out-of-school learning environment.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Samples</h3>\u0000 \u0000 <p>The sample consisted of 269 lower secondary school students (grades 7–9).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>The data were collected in an intervention study, with questionnaires applied directly before and after the course, and with four measurements of state emotions during the course.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results showed that error learning orientation had an expected effect on the students' emotions at the beginning of the course. The emotions changed positively over the course of the workshop, while the error learning orientation remained stable. No differences in error learning orientation were found between the control and intervention groups. An expected, reciprocal effect of students' emotions on their error learning orientation at the end of the course day could not be found.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Changes in error learning orientation are difficult to achieve during 1-day courses. Nevertheless, through targeted, pedagogical approaches, which aim to minimize the influence of unfavourable emotions that occur in problem-oriented learning situations, teachers could help students develop a positive error learning orientation in the long term, whereby errors are viewed as an opportunity for learning.</p>\u0000 </section>\u0000 </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"107-123"},"PeriodicalIF":3.1,"publicationDate":"2024-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjep.12681","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140177635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students 支持性错误反馈可促进学生对错误的适应性反应：对意大利中学生进行有针对性在线干预的证据

IF 3.1 2区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

British Journal of Educational Psychology

Pub Date : 2024-03-18 DOI: 10.1111/bjep.12679

Annalisa Soncini, Maria Cristina Matteucci, Carlo Tomasetto, Fabrizio Butera

Background

Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions.

Aim

Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes.

Sample

A total of 250 (M_age = 12.18, SD = .89; 46.4% girls) Italian middle school students took part in the intervention. Students were randomly assigned to either a discouraging error feedback condition (n = 124) or a supportive error feedback condition (n = 126).

Method

The intervention consisted of an online teaching unit, which students filled in at home, that was divided into pre-test, intervention and post-test phases. During the intervention, students replied to training questions and every time they made an error, informative feedback appeared: supportive smileys and sentences in the supportive feedback condition, and disappointed smileys and sentences in the discouraging feedback condition. Before the intervention, students filled in the pre-test and after the intervention, students reported their reactions towards errors and filled in the post-test.

Results

Receiving supportive feedback resulted in more adaptive affective-motivational reactions towards errors, which in turn were related to more adaptive action reactions towards errors. Differently from our expectations, action reactions towards errors were not related to the post-test scores.

Conclusions

Our findings can inform the development of online teaching units that promote an error-oriented approach.

学生对错误的适应性反应会促进学习效果，这一点已得到公认，但人们对错误反馈在促进这些反应方面的作用仍然知之甚少。

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引用次数: 0