ABSTRACT

Learning form errors seems to be crucial for talent development, but there is evidence that students learn little from their errors during school instruction. This work addressed the interplay of different adaptive reactions to errors (affective-motivational adaptive and action-related adaptive reactions), a positive error climate in the learning context and cognitive abilities with regard to their effect on academic achievement. A longitudinal data set with 2092 students attending 74 classes was analyzed with a two-level path modeling approach (students in classrooms). The results confirmed the assumption that affective-motivational adaptive reactions to errors encourage action-related adaptive reactions to errors which, in turn, foster academic achievement. Furthermore, analyzes indicated that the relationship between a positive error climate in the classroom and academic achievements is mediated by students’ individual reactions to errors. In contrast to expectations, students with higher cognitive abilities did not show more adaptive reactions to errors.

摘要

学习形式错误似乎对人才发展至关重要，但有证据表明，学生在学校教学中从错误中学到的很少。这项工作解决了不同的对错误的适应性反应（情感-动机适应性和与动作相关的适应性反应），学习环境中的积极错误氛围以及认知能力对学习成绩的影响之间的相互作用。使用两级路径建模方法（教室中的学生）分析了2092名学生参加74个班级的纵向数据集。结果证实了这样的假设，即对错误的情感动机适应反应会鼓励对错误的与动作相关的适应反应，从而促进学习成绩。此外，分析表明，课堂中积极的错误氛围与学业成绩之间的关系是由学生对错误的个人反应所介导的。与期望相反，具有较高认知能力的学生并未表现出对错误的更多适应性反应。