Adaptive Reactions to Errors and Their Effect on Knowledge Acquisition in Elementary School Pupils (Poster 36)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Feedback, Teacher Support, and Instructional Approaches

Abstract

Adaptive reactions to errors in terms of metacognitive processes and behavior directly aimed at overcoming an error have been identified as important predictors of knowledge acquisition. However, prior research mostly relies on self-reports and at the same time overlooks elementary school pupils. We present a study investigating how adaptive reactions to errors related to learning actions foster knowledge acquisition in an authentic learning situation. We assessed learning actions multimodally by two self-report measures as well as a behavioral indicator with 271 elementary school pupils in grade three. All measures of adaptive action-related reactions to errors revealed knowledge effects. However, the association between self-reported and behavioral measures was low, highlighting the importance of a multimodal assessment of learning actions.

Authors

• Jana Spear, University of Augsburg

• Donna Bryce, University of Augsburg

• Carolin Burmeister, Pädagogische Hochschule Weingarten

• Robert Grassinger, Pädagogische Hochschule Weingarten

• Markus Dresel, University of Augsburg