Adaptive Reactions to Errors in Elementary School Students: Multimodal Assessment and Effects on Knowledge Acquisition

• In Event: AERA Poster Session Saturday 1:45 pm
  In Poster Session: Learning in Context: Cognitive, Motivational, and Technological Pathways Across Diverse Educational Landscapes

Abstract

It has been widely recognized that errors can increase effective learning if addressed appropriately. Adaptive reactions to errors–including affective-motivational and action-related reactions to errors–have been proposed to capture such adequate regulation of learning processes. Therefore, we applied a study paradigm including multimodally assessed adaptive reactions to errors in an authentic learning situation in third grade Mathematics classrooms with N = 284 students. We found a positive effect of self-reported affective-motivational reactions on knowledge acquisition, but not from the corresponding behavioral indicator. In contrast, behaviorally assessed action-related reactions predicted knowledge acquisition, whereas the self-reports did not. These results underline the relevance of adaptive reactions to error in learning processes and may reflect children’s tendencies to overestimate themselves.

Authors

• Markus Dresel, University of Augsburg

• Jana Spear, University of Augsburg

• Cara Enste, University of Augsburg

• Donna Bryce, University of Augsburg

• Robert Grassinger, Pädagogische Hochschule Weingarten

• Amadeus Jonathan Pickal, University of Augsburg