Learning From One’s Mistakes

Ruthig, Joelle C.; Jones, Kelly; Vanderzanden, Karen; Gamblin, Bradlee W.; Kehn, Andre

doi:10.1027/1864-9335/a000307

Cited by 4 publications

(1 citation statement)

References 23 publications

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“…Cronbach a value was used to test the reliability of the measurement (Frielink et al, 2016 ). Independent sample t -test analysis and one-way ANOVA (Ruthig et al, 2017 ) were used to test the influence of college art design education curriculum on students' life value and aesthetic ability.…”

Section: Theoretical Basis and Research Designmentioning

confidence: 99%

The Influence of Educational Psychology on Modern Art Design Entrepreneurship Education in Colleges

Zhao

Hui

et al. 2022

Front. Psychol.

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The purpose of this study is to analyze the relationship between psychology and modern art design education in colleges, and to provide the basis for improving the quality of art education in colleges. Based on the relevant theory, the characteristics of educational psychology and art psychology and the correlation between them were analyzed from the angle of art education. According to the characteristics of college students' psychological development, the significance of art psychology-related courses was analyzed. Through the form of questionnaire, a total of 200 students (400 students in total) were randomly selected from Xi'an Academy of Fine Arts (professional art college) and Xi'an University of Science and Technology (comprehensive university), respectively. A total of 400 questionnaires were issued, and 382 valid questionnaires were recovered. The results show that almost all students in two colleges think pedagogy and educational psychology are the theoretical basis for art teachers, while less than one-third of students in Xi'an University of Science and Technology think that art psychology is the theoretical basis for art teachers. The difference between the students' aesthetic and life values in the two colleges is significant (p < 0.01). In the 15 directions of life values, there are significant differences in five directions: spirit—material (p < 0.05), enrichment—emptiness (p < 0.05), enthusiasm—apathy (p < 0.05), hope—despair (p < 0.01), and dedication—acceptance (p < 0.01). It shows that the psychological and values of college students are changeable, and the educators should pay attention to the education in the related fields of psychology. This exploration was conducted based on educational psychology, which is of great significance for improving the educational level of art psychology in colleges and enable students to form correct aesthetic standards and life values.

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Section: Theoretical Basis and Research Designmentioning

confidence: 99%

The Influence of Educational Psychology on Modern Art Design Entrepreneurship Education in Colleges

Zhao

Hui

et al. 2022

Front. Psychol.

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Anticipating academic performance and feedback: unrealistically optimistic temporal shifts in performance estimates and primary and secondary control strategies

2021

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Students typically overestimate how well they will perform on future academic events, then lower those expectations as the event and performance feedback approach. According to control theories, individuals also shift from primary control strategies to secondary control strategies when the opportunity to exert direct influence over a performance event passes. However, temporal patterns of control strategies have not been examined to determine whether they correspond with shifts in performance estimates during a performance opportunity cycle. To obtain a thorough view of congruence in patterns of performance estimates and control strategy use, the current study spanned multiple performance cycles. Participants were 50 college students, who estimated their performance on three course exams, both prior to and after completing each exam. In addition, they completed measures of primary and secondary control strategies prior to the exam and after feedback, when they also reported their level of motivation and general sense of control in the course. Initial performance estimates were unrealistically optimistic (compared to actual scores), then declined prior to receiving performance feedback. Performance estimates reverted to unrealistically optimistic levels in anticipation of the next performance event. Likewise, the primary control strategy of goal persistence and secondary control strategy of positive reappraisal declined from pre-exam performance to post-exam feedback then rebounded by pre-exam performance. Conversely, the secondary control strategy of lowering aspirations increased from pre-exam to postexam feedback, then declined prior to the next exam. The current findings show temporal shifts in control strategy use that accompany similar patterns in performance estimates.

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Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model

Lee,

Park,

et al. 2023

Soc Psychol Educ

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This study examined the heterogeneity in temporal shifts of unrealistic optimism (UO) by analyzing students’ grade expectation throughout a semester. UO was defined as the gap between students’ estimated and current course grades, with a larger gap indicating higher UO. Final course grades were viewed as the outcome of UO. A total of 206 participants completed baseline measures of personal factors during the first week of the semester and repeated measurements at five subsequent time points. Using person-centered trajectory analysis (e.g., latent growth mixture models), we identified three distinct UO trajectories: UO-Persistent (6.8%; consistently high UO), UO-Decreasing (26.2%; diminishing UO), and Realistic (67.0%; consistently low UO). High perfectionistic standards and dysphoria predicted UO-Persistent group membership, while perfectionistic discrepancy, self-efficacy, and belief in optimism's power did not. The Realistic group achieved higher final grades than the UO-Decreasing group. Unexpectedly, no difference was found in final grades between the strongest UO group (i.e., UO-Persistent) and other two groups. These findings suggest that UO's temporal shift is not a unitary construct, and distinct UO patterns may be associated with different academic outcomes. This study underscores the significance of comprehending temporal shifts and employing person-centered analysis in UO related to academic achievement. The discussion addresses both research and practical implications.

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Learning From One’s Mistakes

Cited by 4 publications

References 23 publications

The Influence of Educational Psychology on Modern Art Design Entrepreneurship Education in Colleges

The Influence of Educational Psychology on Modern Art Design Entrepreneurship Education in Colleges

Anticipating academic performance and feedback: unrealistically optimistic temporal shifts in performance estimates and primary and secondary control strategies

Trajectories of unrealistic optimism in grade expectation: A latent growth mixture model

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