Ernst Helen M, Prinz-Weiß Anja, Wittwer Jörg, Voss Thamar
Department of Educational Science, University of Freiburg, Freiburg, Germany.
Department of Psychology, University of Education Karlsruhe, Karlsruhe, Germany.
Front Psychol. 2025 Jan 7;15:1391093. doi: 10.3389/fpsyg.2024.1391093. eCollection 2024.
Although feedback is of high importance for the professional development of student teachers, the impact of (inadequate) feedback on their self-regulated learning is still unclear. In two studies with mathematics student teachers, we investigated how discrepancies between performance and feedback affected two important aspects of self-regulated learning-self-efficacy and self-assessment accuracy regarding mathematical content knowledge. In the first study, = 154 student teachers studying mathematics completed a knowledge test on the Pythagorean theorem and received performance feedback that was either correct or manipulated to be more positive or more negative than actual performance. The results showed that feedback that exceeded performance resulted in higher self-efficacy than feedback that fell below performance. In contrast, self-assessment accuracy in a second test on the same content was not affected by the discrepancy between student teachers' test performance and the feedback they received. In the second study, we used the think-aloud method with = 26 participants to investigate the processes underlying the effects obtained in Study 1. We found that student teachers who had received overly positive feedback were more likely to report positive affect-related statements than participants who had received overly negative or correct feedback. At the same time, they based their self-assessments in the knowledge test more strongly on their monitoring of heuristic factors than on knowledge. The results indicate that overly positive feedback elicits positive motivational states in mathematics student teachers, but bears the risk that they neglect their knowledge as a basis for their self-assessments.
尽管反馈对实习教师的专业发展至关重要，但（不充分的）反馈对他们自主学习的影响仍不明确。在两项针对数学实习教师的研究中，我们调查了表现与反馈之间的差异如何影响自主学习的两个重要方面——自我效能感以及对数学内容知识的自我评估准确性。在第一项研究中，154名学习数学的实习教师完成了一项关于勾股定理的知识测试，并收到了正确的反馈，或者被操纵为比实际表现更积极或更消极的反馈。结果表明，高于表现的反馈比低于表现的反馈产生更高的自我效能感。相比之下，在同一内容的第二次测试中，自我评估准确性不受实习教师测试表现与他们收到的反馈之间差异的影响。在第二项研究中，我们对26名参与者采用了出声思考法，以调查在研究1中获得的效果背后的过程。我们发现，收到过度积极反馈的实习教师比收到过度消极或正确反馈的参与者更有可能报告与积极情绪相关的陈述。同时，他们在知识测试中的自我评估更多地基于对启发式因素的监测，而不是知识。结果表明，过度积极的反馈在数学实习教师中引发了积极的动机状态，但存在他们忽视自身知识作为自我评估基础的风险。
