Annalisa Soncini, Maria Cristina Matteucci, Carlo Tomasetto, Fabrizio Butera
{"title":"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","authors":"Annalisa Soncini, Maria Cristina Matteucci, Carlo Tomasetto, Fabrizio Butera","doi":"10.1111/bjep.12679","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Aim</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Sample</h3>\n \n <p>A total of 250 (<i>M</i><sub>age</sub> = 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 (<i>n</i> = 124) or a supportive error feedback condition (<i>n</i> = 126).</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>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.</p>\n </section>\n \n <section>\n \n <h3> Conclusions</h3>\n \n <p>Our findings can inform the development of online teaching units that promote an error-oriented approach.</p>\n </section>\n </div>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":"95 1","pages":"92-106"},"PeriodicalIF":3.1000,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students\",\"authors\":\"Annalisa Soncini, Maria Cristina Matteucci, Carlo Tomasetto, Fabrizio Butera\",\"doi\":\"10.1111/bjep.12679\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Aim</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Sample</h3>\\n \\n <p>A total of 250 (<i>M</i><sub>age</sub> = 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 (<i>n</i> = 124) or a supportive error feedback condition (<i>n</i> = 126).</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>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.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>Receiving supportive feedback resulted in more adaptive affective-motivational reactions towards errors, which in turn were related to more adaptive action reactions towards errors. 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Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students
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 (Mage = 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.
期刊介绍：
The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education
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