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me that I can do it better. The effect of attributional feedback from a learning technology on achievement emotions and performance and the moderating role of individual adaptive reactions to errors
Computers & Education ( IF 12.0 ) Pub Date : 2021-02-01 , DOI: 10.1016/j.compedu.2020.104028 Claudia Schrader , Robert Grassinger
Computers & Education ( IF 12.0 ) Pub Date : 2021-02-01 , DOI: 10.1016/j.compedu.2020.104028 Claudia Schrader , Robert Grassinger
Abstract The study investigated whether and how the implementation of attributional feedback in a pen-tablet-based digital learning environment affects students' activity-related achievement emotions (enjoyment, boredom, anger, frustration) and writing performance. Furthermore, the role of students' tendency towards adaptive reactions to errors for the effect of attributional feedback on activity-related achievement emotions and performance, was examined. A total of 84 students were required to learn Japanese writing within a pen-tablet-based digital learning environment under one of two feedback design conditions: a condition with performance-based feedback only (PFC) or a condition adding attributional feedback (AFC). Students' tendency towards adaptive reactions to errors (i.e., affective-motivational and action-related adaptive reactions) were assessed as a baseline. Enjoyment, boredom, anger and frustration were measured at intervals during learning, while writing performance was measured continuously during the learning process. The results indicate that AFC students reported higher levels of enjoyment and lower levels of anger and frustration than those students who learned with the PFC within the digital learning environment. Furthermore, students who received the AFC outperformed the PFC students in writing performance. The results also show that the tendency towards an affective-motivational adaptive reaction to errors, was a significant positive predictor of enjoyment and writing performance and a negative predictor in terms of boredom, anger and frustration. In addition, a reduced tendency to maintain a positive effect and motivation to learn in the face of errors (i.e., affective-motivational tendency) enhanced the impact feedback design could have on anger and on frustration. In contrast, a stronger affective-motivational tendency helps to compensate the impact of feedback design on these negative, activity-related, achievement emotions. The results underline the necessity to take into account not only activity-related emotions, but also students' individual ways of dealing with errors, when designing feedback for digital learning environments.
中文翻译:
我可以做得更好。学习技术的归因反馈对成就情绪和表现的影响以及个体对错误的适应性反应的调节作用
摘要 本研究调查了在基于手写板的数字学习环境中实施归因反馈是否以及如何影响学生与活动相关的成就情绪(享受、无聊、愤怒、沮丧)和写作表现。此外,研究了学生对错误的适应性反应倾向对归因反馈对活动相关成就情绪和表现的影响的作用。共有 84 名学生需要在基于手写板的数字学习环境中在两种反馈设计条件之一下学习日语写作:仅基于表现的反馈 (PFC) 的条件或添加归因反馈 (AFC) 的条件。学生对错误做出适应性反应的倾向(即,情感动机和与行动相关的适应性反应)被评估为基线。在学习过程中每隔一段时间测量享受、无聊、愤怒和沮丧,而在学习过程中不断测量写作表现。结果表明,与在数字学习环境中使用 PFC 学习的学生相比,AFC 学生报告的享受程度更高,愤怒和沮丧程度更低。此外,获得 AFC 的学生在写作方面的表现优于 PFC 学生。结果还表明,对错误的情感-动机适应性反应的倾向是享受和写作表现的显着积极预测因素,也是无聊、愤怒和沮丧的消极预测因素。此外,面对错误时保持积极影响和学习动机的倾向降低(即情感-动机倾向),增强了反馈设计对愤怒和挫折的影响。相比之下,更强的情感动机倾向有助于补偿反馈设计对这些消极的、与活动相关的成就情绪的影响。结果强调,在设计数字学习环境的反馈时,不仅要考虑与活动相关的情绪,还要考虑学生处理错误的个人方式。更强的情感-动机倾向有助于补偿反馈设计对这些消极的、与活动相关的成就情绪的影响。结果强调,在设计数字学习环境的反馈时,不仅要考虑与活动相关的情绪,还要考虑学生处理错误的个人方式。更强的情感-动机倾向有助于补偿反馈设计对这些消极的、与活动相关的成就情绪的影响。结果强调,在设计数字学习环境的反馈时,不仅要考虑与活动相关的情绪,还要考虑学生处理错误的个人方式。
更新日期:2021-02-01
中文翻译:
我可以做得更好。学习技术的归因反馈对成就情绪和表现的影响以及个体对错误的适应性反应的调节作用
摘要 本研究调查了在基于手写板的数字学习环境中实施归因反馈是否以及如何影响学生与活动相关的成就情绪(享受、无聊、愤怒、沮丧)和写作表现。此外,研究了学生对错误的适应性反应倾向对归因反馈对活动相关成就情绪和表现的影响的作用。共有 84 名学生需要在基于手写板的数字学习环境中在两种反馈设计条件之一下学习日语写作:仅基于表现的反馈 (PFC) 的条件或添加归因反馈 (AFC) 的条件。学生对错误做出适应性反应的倾向(即,情感动机和与行动相关的适应性反应)被评估为基线。在学习过程中每隔一段时间测量享受、无聊、愤怒和沮丧,而在学习过程中不断测量写作表现。结果表明,与在数字学习环境中使用 PFC 学习的学生相比,AFC 学生报告的享受程度更高,愤怒和沮丧程度更低。此外,获得 AFC 的学生在写作方面的表现优于 PFC 学生。结果还表明,对错误的情感-动机适应性反应的倾向是享受和写作表现的显着积极预测因素,也是无聊、愤怒和沮丧的消极预测因素。此外,面对错误时保持积极影响和学习动机的倾向降低(即情感-动机倾向),增强了反馈设计对愤怒和挫折的影响。相比之下,更强的情感动机倾向有助于补偿反馈设计对这些消极的、与活动相关的成就情绪的影响。结果强调,在设计数字学习环境的反馈时,不仅要考虑与活动相关的情绪,还要考虑学生处理错误的个人方式。更强的情感-动机倾向有助于补偿反馈设计对这些消极的、与活动相关的成就情绪的影响。结果强调,在设计数字学习环境的反馈时,不仅要考虑与活动相关的情绪,还要考虑学生处理错误的个人方式。更强的情感-动机倾向有助于补偿反馈设计对这些消极的、与活动相关的成就情绪的影响。结果强调,在设计数字学习环境的反馈时,不仅要考虑与活动相关的情绪,还要考虑学生处理错误的个人方式。