绩效和反之间的差异会影响数学学生教师的自我效能,但不会影响他们的自我评估准确度
Helen M Ernst1, Anja Prinz-Weiß2, Jörg Wittwer1
1Department of Educational Science, University of Freiburg, Freiburg, Germany.
Frontiers in psychology
|January 22, 2025
概括
过度积极的反会提高数学学生教师的自我效能,但可能会阻碍准确的自我评估. 这影响了他们自我调节的学习和专业发展.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 反对于学生教师的发展至关重要.
- 不足够的反对自我调节学习的影响仍然不清楚.
研究的目的:
- 调查反差异如何影响数学学生教师的自我有效性和自我评估准确性.
- 探索这些效应的潜在过程.
主要方法:
- 与数学学生教师进行的两项研究 (N=154和N=26).
- 涉及毕达哥拉斯定理的知识测试和操纵的反 (正面,负面,正确).
- 利用大声思考方法来检查自我评估过程.
主要成果:
- 反超过性能增加了自我效能.反超过性能增加了自我效能.
- 自我评估的准确性没有受到反差异的影响.
- 过度积极的反导致了更积极的影响和依赖于启发式因素而不是自我评估知识.
结论:
- 过度积极的反增强了动机,但有可能破坏学生教师的基于知识的自我评估.
- 了解反在自我调节学习中的作用对于有效的教师培训至关重要.
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