Soncini Annalisa, Matteucci Maria Cristina, Tomasetto Carlo, Butera Fabrizio
Research Center for Developmental, Family and Systems Psychology (Défasy), Free University of Brussels, Bruxelles, Belgium.
Department of Education Sciences, University of Bologna, Bologna, Italy.
Br J Educ Psychol. 2025 Mar;95(1):92-106. doi: 10.1111/bjep.12679. Epub 2024 Mar 18.
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.
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.
A total of 250 (M = 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).
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.
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.
Our findings can inform the development of online teaching units that promote an error-oriented approach.
尽管学生对错误的适应性反应能促进学习成果这一点已得到充分证实，但关于错误反馈在促进这些反应中的作用仍知之甚少。
通过基于在线教学单元的针对性干预，本研究旨在测试支持性错误反馈是否能促进学生对错误产生更具适应性的反应以及更高的学习成果。
共有250名（平均年龄M = 12.18，标准差SD = 0.89；46.4%为女生）意大利中学生参与了此次干预。学生被随机分配到消极错误反馈组（n = 124）或支持性错误反馈组（n = 126）。
干预由一个在线教学单元组成，学生在家中完成，该单元分为前测、干预和后测阶段。在干预过程中，学生回答训练问题，每次出错时会出现信息性反馈：在支持性反馈条件下为支持性表情符号和句子，在消极反馈条件下为失望的表情符号和句子。干预前，学生进行前测，干预后，学生报告他们对错误的反应并完成后测。
接受支持性反馈会导致对错误产生更具适应性的情感 - 动机反应，进而与对错误更具适应性的行动反应相关。与我们的预期不同，对错误的行动反应与后测分数无关。
我们的研究结果可为促进以错误为导向方法的在线教学单元的开发提供参考。
