Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning

Tulis, Maria; Steuer, Gabriele; Dresel, Markus

doi:10.1080/01443410.2017.1384536

Cited by 48 publications

(64 citation statements)

References 43 publications

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“…Dřívější a tradiční pojetí chyby, jež je založeno na behavioristickém paradigmatu, připisuje chybě zejména negativní konotace. V tomto pojetí by se žákovským chybám ve výuce mělo předcházet, protože mohou negativně ovlivňovat osvojování učiva a následné vybavení si správných informací (Tulis, Steuer, & Dresel, 2018). Jak upozorňuje Kulič (1971), z hlediska výuky je v behavioralistickém paradigmatu chyba vnímána jako nástroj kontroly výsledku, takže učiteli pouze podává informaci o neúspěšném zapamatování určité informace či zvládnutí dovednosti u daného žáka.…”

Section: Chyba Ve Výuce a Její Pojetíunclassified

Zpětná vazba na žákovské chyby ve výukové komunikaci s celou třídou

Majcík¹

2019

Studia paedagogica

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Výzkumné šetření se zabývá z působy z pětné vazby v reakci na žákovskou chybu při komunikaci s celou třídou. Zpětná vazba na chybu představuje důležitý moment, který rozhoduje o tom, zda bude chybě věnována další pozornost a jakým z působem bude dále řešena. Cílem studie je tedy popsat podobu z pětné vazby, která na chybu navazuje a dále s ní pracuje. Z hlediska teoretických konceptů je věnována pozornost pojetí chyby v kontextu výuky a práci učitele s žákovskou chybou. Na základě odborného diskurzu je také vzhledem k chybě vymezena tzv. produktivní z pětná vazba. Kvalitativní výzkumné šetření bylo realizováno ve výuce českého jaz yka v 9. ročníku základní školy ve čtyřech cíleně vybraných školních třídách. Sběr dat probíhal prostřednictvím pozorování a analyzováno bylo celkem 24 videozáznamů vyučovacích hodin. Jak je z výsledků patrné, ve výuce můžeme identifikovat čtyři typy učitelské z pětné vazby, které se odlišují z hlediska obsažených informací a z působu využití chyby na podporu žákovského učení. Klíčová slova výuková komunikace, žákovské chyby, reakce na chyby, z pětná vazba, řešení chyb

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Section: Chyba Ve Výuce a Její Pojetíunclassified

Zpětná vazba na žákovské chyby ve výukové komunikaci s celou třídou

Majcík¹

2019

Studia paedagogica

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“…Migrant learners often receive comments and feedback about their language ability in everyday communication ( Lippi-Green, 1997 ). As a result, some English-as-a-second-language (ESL) learners believe that making mistakes in English can make them look “dumb” (i.e., negative view of mistakes; Tulis et al, 2018 ); spend less time learning from mistakes; avoid situations where they fail (e.g., task avoidance goals, Elliot and Church, 1997 ; Lou and Noels, 2019a ); and lack confidence when using English ( Clément and Kruidenier, 1985 ; Noels et al, 1996 ; Lou and Noels, 2018 ). How ESL learners respond to language failures can profoundly affect their social adaptions and academic growth.…”

Section: Introductionmentioning

confidence: 99%

“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction

Lou

Noels

2020

Front. Psychol.

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Supporting students’ growth mindsets (i.e., beliefs that ability can be improved) and basic psychological needs (i.e., needs for autonomy, competence, and relatedness) is an important way to sustain their motivation and resilience after challenging situations. We argue that others’ feedback may support or undermine mindsets and need satisfaction simultaneously through students’ meta-lay theories—that is, students’ perceptions of whether others (in this case, their teacher) believe that ability can be improved or not. We conducted a randomized controlled experiment in which 180 university students who spoke English as their second language failed a difficult English test and received either feedback from a teacher who consoled their lack of ability, feedback that focused on improving ability, or no feedback. We found that compared to students receiving no feedback, students receiving ability-consoling feedback perceived that the teacher believed less in their potential and felt less competent, and students receiving improvement-oriented feedback perceived that the teacher believed more in their potential. Consequently, meta-lay theory (“the teacher believes I can change my ability”) predicted students’ endorsement of growth mindsets (“I believe I can improve”) and need satisfaction (sense of competence, relatedness, and autonomy). In turn, mindsets and need satisfaction jointly predicted language confidence and beliefs about mistakes. Only need satisfaction, however, predicted task avoidance and duration of task engagement. Meta-lay theories underlie the processes through which feedback supports or undermines students’ resilience after failure.

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“…Second, positive beliefs are an essential element to manage and face adaptation to individual errors in the learning process. [ 16 ] People have positive beliefs that are associated with disease-treatment outcomes. [ 17 ] Positive beliefs can increase personal values and mental health, which help offset negative emotions.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of a health promotion intervention on the meaning of life, positive beliefs, and well-being among undergraduate nursing students

Tsai

Yeh

et al. 2020

Medicine

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Nursing educators have a responsibility to value undergraduate nursing students’ physical, psychological, spiritual, and social health promotion. The purpose of the study was to examine the effectiveness of a health promotion intervention concerning meaning of life, positive beliefs, and well-being among undergraduate nursing students in a health promotion curriculum. The study was adopted a pretest, posttest, and post post-test design in 1-group experimental study with a purposive sample of 112 undergraduate nursing students who attended in a health promotion curriculum and voluntarily completed a reliable 3-part questionnaire (content validity index = 0.95; Cronbach's αs = meaning of life, 0.97; positive beliefs, 0.94; and well-being 0.96). Undergraduate nursing students showed significant (all P < .001) improvements on the meaning of life, positive beliefs, and well-being immediately after the intervention, which were sustained over time. Nursing educators should incorporate these variables into the health promotion curriculum to enhance undergraduate nursing students’ physical, psychological, spiritual, and social health promotion.

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Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning

Cited by 48 publications

References 43 publications

Zpětná vazba na žákovské chyby ve výukové komunikaci s celou třídou

Zpětná vazba na žákovské chyby ve výukové komunikaci s celou třídou

“Does My Teacher Believe I Can Improve?”: The Role of Meta-Lay Theories in ESL Learners’ Mindsets and Need Satisfaction

The effectiveness of a health promotion intervention on the meaning of life, positive beliefs, and well-being among undergraduate nursing students

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