Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students.
Saved in:
| 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] |
| Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 183818695 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Soncini%2C+Annalisa%22">Soncini, Annalisa</searchLink><br /><searchLink fieldCode="AR" term="%22Matteucci%2C+Maria+Cristina%22">Matteucci, Maria Cristina</searchLink><br /><searchLink fieldCode="AR" term="%22Tomasetto%2C+Carlo%22">Tomasetto, Carlo</searchLink><br /><searchLink fieldCode="AR" term="%22Butera%2C+Fabrizio%22">Butera, Fabrizio</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Mar2025, Vol. 95 Issue 1, p92-106. 15p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Psychology+of+middle+school+students%22">Psychology of middle school students</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+care%22">Medical care</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+sampling%22">Statistical sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+adaptation%22">Psychological adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Internet%22">Internet</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+controlled+trials%22">Randomized controlled trials</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br /><searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+disabilities%22">Intellectual disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink><br /><searchLink fieldCode="DE" term="%22Human+error%22">Human error</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Italy%22">Italy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=183818695 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjep.12679 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 92 Subjects: – SubjectFull: Psychology of middle school students Type: general – SubjectFull: Research funding Type: general – SubjectFull: Children with disabilities Type: general – SubjectFull: Medical care Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Statistical sampling Type: general – SubjectFull: Psychological adaptation Type: general – SubjectFull: Internet Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Randomized controlled trials Type: general – SubjectFull: Pre-tests & post-tests Type: general – SubjectFull: Motivation (Psychology) Type: general – SubjectFull: Intellectual disabilities Type: general – SubjectFull: Online education Type: general – SubjectFull: Social support Type: general – SubjectFull: Human error Type: general – SubjectFull: Teacher-student relationships Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Italy Type: general Titles: – TitleFull: Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Soncini, Annalisa – PersonEntity: Name: NameFull: Matteucci, Maria Cristina – PersonEntity: Name: NameFull: Tomasetto, Carlo – PersonEntity: Name: NameFull: Butera, Fabrizio IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00070998 Numbering: – Type: volume Value: 95 – Type: issue Value: 1 Titles: – TitleFull: British Journal of Educational Psychology Type: main |
| ResultId | 1 |
