Affektiv-motivational adaptive und handlungsadaptive Reaktionen auf Fehler im Lernprozess*

Dresel, Markus; Schober, Barbara; Ziegler, Albert; Grassinger, Robert; Steuer, Gabriele

doi:10.1024/1010-0652/a000111

Cited by 33 publications

(56 citation statements)

References 36 publications

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“…Therefore, we encourage researchers to include different aspects of behavioral self-regulation as well as different measures of mindsets and achievement in future studies. Other factors that might influence the relationship should also be considered in future research, such as socioeconomic status (Paunesku et al 2015), epistemological beliefs (Chen and Pajares 2010), ability self-concept (Schloz and Dresel 2011), or differential reaction to failure (Dresel et al 2013).…”

Section: Limitations and Research Implicationsmentioning

confidence: 99%

Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten

Compagnoni

Karlen

Merki

2019

Metacognition Learning

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Individuals hold different mindsets encompassing beliefs about trait stability (stable vs. malleable) and goal orientations (performance vs. mastery). These motivational beliefs affect behavioral self-regulation, which is an important predictor of school success and includes both executive functions (EF) and classroom behavioral self-regulation (CBSR). In this study, we examined the structure of mindsets in kindergarteners and the relations with EF and CBSR by interviewing 147 kindergarteners (51% female) aged 5 to 7 years (M = 6.47, SD = .39). We used a multimethod approach with self-report and direct measures of behavioral self-regulation, achievement, and a newly developed mindset scale. Exploratory and confirmatory factor analyses revealed that trait beliefs and goal orientations represent two different but related motivational beliefs. Results indicated differential effects of trait beliefs and goal orientations on EF and CBSR: Children with a mastery (vs. performance) orientation showed better EF, whereas children with a belief in traits as malleable (vs. stable) showed better CBSR. Structural equation modeling showed significant indirect effects of both motivational beliefs on achievement, with EF and CBSR as mediators. Findings suggest that motivational beliefs are important in fostering behavioral self-regulation for successful adjustment to the demands of kindergarten.

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Section: Limitations and Research Implicationsmentioning

confidence: 99%

Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten

Compagnoni

Karlen

Merki

2019

Metacognition Learning

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“…In order to operationalize both kinds of adaptivities of reactions following errors, 13 items were used in total, which proved to be reliable and valid in previous studies (cf. Dresel and Ziegler 2002;Dresel et al 2013;Tulis et al 2015). The scale affective-motivational adaptivity following errors comprised six items and captured functional affective and motivational reactions after errors during school lessons, e.g., maintenance of joy for learning.…”

Section: Measuring Instrumentsmentioning

confidence: 99%

Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English

2021

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A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same interrelations between the ways in which individuals deal with errors can be found in these different school subjects. In a study with 937 students from 48 classrooms from grades 5 to 7, in different secondary schools in Germany and Austria, we assessed the error climate and individual reactions following errors in mathematics, German, and English. Small mean differences between mathematics and the two language subjects were yielded. In addition, we found medium-sized correlations between the error climate measures in the three school subjects. However, the same pattern of interrelations between error climate and the way individuals deal with errors for all three school subjects could be shown. The results suggest that the perception of the error climate is rather similar in different school subjects. This has implications, for instance, for interventions that aim at fostering the error climate.

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“…Failure coping: Failure coping was assessed with 14 items from a scale developed by Dresel, Schober, Ziegler, Grassinger, and Steuer (2013). It is a six-point Likert-type scale, ranging from 1 'I disagree completely' to 6 'I agree completely'.…”

Section: Qelcmentioning

confidence: 99%

Two studies of the empirical basis of two learning resource-oriented motivational strategies for gifted educators

Vladut

Vialle

Ziegler

2016

High Ability Studies

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Two learning resource-oriented motivational strategies for gifted educators are introduced: a homeostatic orientation that aims for balance and an allostatic orientation that aims at growth. In order to establish the empirical basis of these motivational strategies, two studies were conducted with samples of students from a specialized post-secondary business school who were enrolled in grades 11-13. Study 1 focused on the empirical basis of the homeostatic orientation. It was shown that the availability of learning resources is associated with two forms of balance within an actiotope: robustness and resilience. Furthermore, it could be shown that the effects of exogenous learning resources on robustness and resilience are mediated by endogenous learning resources. The focus of Study 2 was the empirical basis of the allostatic orientation. It was shown that the availability of learning resources is associated with various indicators of growth of an actiotope. Similarly to Study 1, the effects of exogenous learning resources on outcome variables representing the growth of an actiotope were mediated by endogenous learning resources. Thus, evidence suggests that a homeostatic orientation as well as an allostatic orientation are valid motivational strategies for gifted educators.

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Affektiv-motivational adaptive und handlungsadaptive Reaktionen auf Fehler im Lernprozess*

Cited by 33 publications

References 36 publications

Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten

Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten

Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English

Two studies of the empirical basis of two learning resource-oriented motivational strategies for gifted educators

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