Zhang Junfeng, Kuusisto Elina, Nokelainen Petri, Tirri Kirsi
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland.
Faculty of Education and Culture, Tampere University, Helsinki, Finland.
Front Psychol. 2020 Jul 16;11:1701. doi: 10.3389/fpsyg.2020.01701. eCollection 2020.
Given that little is known how peer feedback reflects adolescents' academic well-being in different cultures, this study investigates, by means of multiple-group structural equation modeling (SEM), the influence of peer feedback on the mindset and academic motivation of Chinese ( = 992) and Finnish ( = 870) students in the fourth to the ninth school grades. Within this investigation, we also explore the culture-invariant and culture-dependent nature of student feedback, mindset and academic motivation. The results indicate that the way students praise their peers in their feedback primes and modifies their mindsets and academic motivation. Person-focused praise reflects a fixed mindset and negative academic motivation (i.e., avoidance), whereas process-focused praise undermines negative academic motivation. The pupils in the two samples had growth mindsets. However, the Finnish students preferred to bestow neutral praise and to be more negative with regard to their academic motivation whereas the Chinese students favored process- and person-focused praise, the former reflecting not only their growth mindset but also their positive academic motivation (i.e., trying).
鉴于对于同伴反馈如何反映不同文化背景下青少年的学业幸福感知之甚少，本研究通过多组结构方程模型（SEM），调查同伴反馈对中国（n = 992）和芬兰（n = 870）四至九年级学生的思维模式和学业动机的影响。在这项调查中，我们还探讨了学生反馈、思维模式和学业动机的文化不变性和文化依赖性。结果表明，学生在反馈中赞扬同伴的方式会启动并改变他们的思维模式和学业动机。关注人的赞扬反映了一种固定的思维模式和消极的学业动机（即回避），而关注过程的赞扬则会削弱消极的学业动机。两个样本中的学生都有成长型思维模式。然而，芬兰学生更喜欢给予中性赞扬，并且在学业动机方面更消极，而中国学生则更喜欢关注过程和关注人的赞扬，前者不仅反映了他们的成长型思维模式，还反映了他们积极的学业动机（即努力）。
