Merrick Megan, Fyfe Emily R
Indiana University.
Contemp Educ Psychol. 2025 Sep;82. doi: 10.1016/j.cedpsych.2025.102393. Epub 2025 Jul 1.
Receiving corrective feedback can influence motivation in different ways - either inspiring learners to continue or leading learners to avoid the task. In the current study, we examined elementary school children's in-the-moment behavioral motivation in response to feedback, and how it related to their anxiety and self-concept in mathematics. Children ( = 150; age = 7.35; 44% female; 65% White) in the United States solved a series of mathematical equivalence problems in the context of a computer game (e.g., 3 + 4 = 5 + ?). They received trial-by-trial feedback that included both knowledge of results (KR) and knowledge of the correct response (KCR), and they had the option to stop the game or keep playing after each level. Children were generally motivated and chose to complete many items. However, children who received a lot of negative feedback stopped the game earlier relative to others, and this was especially true when they also had high math anxiety or high math self-concept. In contrast to our predictions, higher math self-concept was not strongly associated with higher motivation to keep playing. These results have implications for theories on feedback and for designing problem-solving contexts that can support children's motivation.
接受纠正性反馈会以不同方式影响动机——要么激励学习者继续，要么导致学习者回避任务。在当前的研究中，我们考察了小学生在面对反馈时即时的行为动机，以及这种动机与他们在数学方面的焦虑和自我概念之间的关系。美国的儿童（ = 150；平均年龄 = 7.35岁；44%为女性；65%为白人）在电脑游戏情境中解决了一系列数学等价问题（例如，3 + 4 = 5 + ？）。他们逐次试验地接受包括结果知识（KR）和正确答案知识（KCR）的反馈，并且在每个关卡后他们可以选择停止游戏或继续玩。儿童总体上有积极性并选择完成许多题目。然而，相对于其他人，收到大量负面反馈的儿童更早停止游戏，当他们同时具有高数学焦虑或高数学自我概念时尤其如此。与我们的预测相反，较高的数学自我概念与继续玩的更高动机并没有紧密关联。这些结果对反馈理论以及设计能够支持儿童动机的问题解决情境具有启示意义。
