Bibliographic Details
| Title: |
Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students. |
| Authors: |
Soncini, Annalisa, Matteucci, Maria Cristina, Tomasetto, Carlo, Butera, Fabrizio |
| Source: |
British Journal of Educational Psychology. Mar2025, Vol. 95 Issue 1, p92-106. 15p. |
| Subjects: |
Psychology of middle school students, Research funding, Children with disabilities, Medical care, Educational outcomes, Statistical sampling, Psychological adaptation, Internet, Descriptive statistics, Randomized controlled trials, Pre-tests & post-tests, Motivation (Psychology), Intellectual disabilities, Online education, Social support, Human error, Teacher-student relationships, Learning strategies, Student attitudes |
| Geographic Terms: |
Italy |
| Abstract: |
Background: Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions. Aim: Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes. Sample: A total of 250 (Mage = 12.18, SD =.89; 46.4% girls) Italian middle school students took part in the intervention. Students were randomly assigned to either a discouraging error feedback condition (n = 124) or a supportive error feedback condition (n = 126). Method: The intervention consisted of an online teaching unit, which students filled in at home, that was divided into pre‐test, intervention and post‐test phases. During the intervention, students replied to training questions and every time they made an error, informative feedback appeared: supportive smileys and sentences in the supportive feedback condition, and disappointed smileys and sentences in the discouraging feedback condition. Before the intervention, students filled in the pre‐test and after the intervention, students reported their reactions towards errors and filled in the post‐test. Results: Receiving supportive feedback resulted in more adaptive affective‐motivational reactions towards errors, which in turn were related to more adaptive action reactions towards errors. Differently from our expectations, action reactions towards errors were not related to the post‐test scores. Conclusions: Our findings can inform the development of online teaching units that promote an error‐oriented approach. [ABSTRACT FROM AUTHOR] |
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| Database: |
Psychology and Behavioral Sciences Collection |
