Tulis Maria, Dresel Markus
University of Salzburg, Salzburg, Austria.
University of Augsburg, Augsburg, Germany.
Br J Educ Psychol. 2025 Mar;95(1):143-161. doi: 10.1111/bjep.12686. Epub 2024 May 8.
Interest in the potential of learning from errors to benefit innovation and organizational and personal growth is currently increasing. In practice, individuals frequently do not appear to learn spontaneously from errors and setbacks without support. Based on prior work, this paper considers antecedents and consequences of adaptive responses to errors.
Two experiments with undergraduate students aimed to identify the causal link between beliefs and maintained motivation and the adaptation of actions to the end of analysing and effectively correcting errors.
In Study 1 (N = 195, 72% female, M = 20.7 years, SD = 3.0), we experimentally manipulated learners' beliefs around the importance of errors to learning, after which they completed a 50-min learning session on research methods and statistics. In Study 2 (N = 67, 58% female, M = 21.8 years, SD = 3.99), we intertwined the manipulation more closely with the actual learning process by using prompts about adaptive responses to errors immediately after error feedback.
In Study 1, those to whom we stressed the negative effects of errors showed significantly fewer adaptive action-related responses to errors, less persistence, and less use of metacognitive strategies after errors. In Study 2, we found significant positive effects on the learners' persistence, their metacognitive control, and effort investment.
Our results support and expand previous, mostly correlational, research findings on individuals' adaptive responses to errors.
当前，人们对从错误中学习以促进创新、组织成长和个人发展的潜力的兴趣与日俱增。在实践中，如果没有支持，个体似乎常常不会自发地从错误和挫折中学习。基于先前的研究，本文探讨了对错误的适应性反应的前因后果。
两项针对本科生的实验旨在确定信念与持续动力之间的因果联系，以及在分析并有效纠正错误的过程中行动的适应性。
在研究1（N = 195，72%为女性，M = 20.7岁，SD = 3.0）中，我们通过实验操纵学习者对于错误对学习重要性的信念，之后他们完成了一个关于研究方法和统计学的50分钟学习课程。在研究2（N = 67，58%为女性，M = 21.8岁，SD = 3.99）中，我们在错误反馈后立即使用关于对错误的适应性反应的提示，将操纵与实际学习过程更紧密地结合起来。
在研究1中，那些被我们强调错误负面影响的人，在错误出现后表现出与适应性行动相关的反应显著减少，坚持性降低，并且较少使用元认知策略。在研究2中，我们发现对学习者的坚持性、元认知控制和努力投入有显著的积极影响。
我们的结果支持并扩展了先前关于个体对错误的适应性反应的研究发现，这些发现大多是相关性的。
