Positive Beliefs about Errors as an Important Element of Adaptive Individual Dealing with Errors during Academic Learning

Autor/inn/en	Tulis, Maria; Steuer, Gabriele; Dresel, Markus
Titel	Positive Beliefs about Errors as an Important Element of Adaptive Individual Dealing with Errors during Academic Learning
Quelle	In: Educational Psychology, 38 (2018) 2, S.139-158 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tulis, Maria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2017.1384536
Schlagwörter	Beliefs; Educational Opportunities; Learning; Student Adjustment; Student Reaction; Student Motivation; Affective Behavior; Metacognition; Student Behavior; Self Concept; Goal Orientation; Grade 5; Grade 6; Grade 7; Factor Analysis; Student Attitudes; Secondary School Students; Foreign Countries; Questionnaires; Statistical Analysis; Germany; Austria + Suchen Sie Ihr Suchwort? Belief; Glaube; Bildungsangebot; Bildungschance; Lernen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülerkritik; Schulische Motivation; Affective disturbance; Active behaviour; Affektive Störung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student behaviour; Schülerverhalten; Selbstkonzept; Zielorientierung; Zielvorstellung; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Faktorenanalyse; Sekundarschüler; Ausland; Fragebogen; Statistische Analyse; Deutschland; Österreich
Abstract	Research on learning from errors gives reason to assume that errors provide a high potential to facilitate deep learning if students are willing and able to take these learning opportunities. The first aim of this study was to analyse whether beliefs about errors as learning opportunities can be theoretically and empirically distinguished from adaptive reactions to errors in an affective-motivational sense (including the maintenance of motivation and activating emotions), and in terms of learning behaviour and metacognitive activities specifically adjusted in response to a specific error. The second aim was to validate the proposed distinction across different domains. The third aim was to investigate the added value of beliefs about errors besides domain-specific self-concept and mastery goal orientation for understanding the preconditions for adaptive reactions to errors at school. We assessed all variables in three different school subjects (N = 614 students, Grades 5-7). Confirmatory factor analyses indicated distinctness and a moderate domain specificity of error-related reactions. Positive error-related beliefs predicted students' affective-motivational and action adaptivity of error reactions, above and beyond self-concepts and goal orientations. Taken together, the current findings provide a more complete understanding of the intra-personal mechanisms of adaptive responses to errors in different school subjects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01