Journal of the Korea Academia-Industrial cooperation Society (한국산학기술학회논문지)

The Korea Academia-Industrial cooperation Society (한국산학기술학회)
권호 표지
DOI QR코드

DOI QR Code

Relations of Classroom Goal Structure, Feedback, and Social Relationships to Students' Error Perception

교실성취목표구조, 피드백 유형, 교사 및 친구 관계가 초등학생의 실수에 대한 인식에 미치는 영향

  • Received : 2019.01.10
  • Accepted : 2019.02.01
  • Published : 2019.02.28
Download PDF
⟨ Previous Next ⟩

Abstract

To extend the potential benefits of error, the current study examined factors that affect students' error perception in classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total 316 fourth, fifth, and sixth graders attending elementary schools participated as part of their regular class curriculum. Self-reported questionnaires were administered to measure students' perception of errors and relationships with teacher and peers, then students were manipulated by classroom goal structure and feedback. Results from multiple regression suggest that students' perception of learning from error has affected by relationships with peers at the most, then relationships with teacher and the type of feedback. Students' perception of risk taking for error also affected by relationships with peers and teacher, then the classroom goal structure. However, no classroom goal structure and feedback affect on their perception of thinking about error to improve their learning as well as error strain. These results imply how classroom climate should be structured to improve perception of errors to improve student's learning.

본 연구의 목적은 초등학생을 대상으로 학습 환경적인 측면의 교실성취목표구조 및 피드백 유형과 교실 내 사회적 관계 측면의 교사 및 친구 관계가 실수에 대한 인식에 어떤 영향을 미치는지 살펴보는 것이었다. 이를 위해 초등학교 4, 5, 6학년 316명의 데이터를 활용하였으며, 분석 방법으로는 중다회귀분석을 실시하였다. 분석 결과, 첫째, 교실성취목표구조, 피드백 유형, 교사관계, 친구관계는 실수로부터 학습할 수 있다는 생각의 총 변량의 19%를 설명하며, 친구관계(${\beta}=.35$), 교사관계(${\beta}=.16$), 피드백 유형(${\beta}=-.11$) 순으로 상대적인 영향력을 가지는 것으로 확인되었다. 둘째, 네 개 예측변인은 실수에 대한 도전적인 태도의 총 변량의 20%를 설명하며, 친구관계(${\beta}=.32$), 교사관계(${\beta}=.21$), 교실성취목표구조(${\beta}=.11$) 순으로 상대적인 영향력을 가지는 것으로 확인되었다. 셋째, 네 개 예측변인은 실수에 대한 고찰의 총 변량의 12%를 설명하는 것으로 나타났으며, 친구관계(${\beta}=.27$), 교사관계(${\beta}=.13$) 순으로 상대적인 영향력을 가지는 것으로 확인되었다. 넷째, 네 개 예측변인은 실수에 대한 부담을 설명하지 못하는 것으로 확인되었다. 본 연구 결과는 초등학생의 실수에 대한 긍정적 인식을 높이기 위해 어떻게 교실 분위기를 조성해야 하는지에 대한 정보를 제공한다는 의의가 있다.

Keywords

Table 1. General characteristics of participants

SHGSCZ_2019_v20n2_336_t0001.png 이미지

Table 2. Correlation, mean, standard deviation, skewness, and kurtosis of variables

SHGSCZ_2019_v20n2_336_t0002.png 이미지

Table 3. Regression analysis of error perception

SHGSCZ_2019_v20n2_336_t0003.png 이미지

References

  1. E. Manalo, M. Kapur, "The role of failure in promoting thinking skills and creativity: New findings and insights about how failure can be beneficial for learning", Thinking Skills and Creativity, Vol.30, pp.1-6, 2018. DOI: https://doi.org/10.1016/j.tsc.2018.06.001
  2. D. Heimbeck, M. Frese, S. Sonnentag, N. Keith, "Integrating errors into the training process: The function of error management instructions and the role of goal orientation", Personnel Psychology, Vol.56, No.2, pp.333-361, 2003. DOI: http://dx.doi.org/10.1111/j.1744-6570.2003.tb00153.x
  3. J. P. Maxwell, R. S. W. Masters, E. Kerr, E. Weedon, "The implicit benefit of learning without errors", The Quarterly Journal of Experimental Psychology, Vol.54, No.4, pp.1049-1068, 2001. DOI: http://dx.doi.org/10.1080/713756014
  4. J. B. Kim, "Educational implications of error-driven learning", Korean Journal of Educational Psychology, Vol.24, No.4, pp.895-913, 2010.
  5. A. Drach-Zahavy, A. Somech, H. Admi, I. Peterfreund, H. Peker, O. Priente, "(How) do we learn from errors? A prospective study of the link between the ward's learning practices and medication administration errors", International Journal of Nursing Studies, Vol.51, No.3, pp.448-457, 2014. DOI: http://dx.doi.org/10.1016/j.ijnurstu.2013.06.010
  6. C. Harteis, F. Frost, Error orientation in the context of intuitive and competent behaviour: Results of an exploratory study in the domain of emergency medicine, In J. Bauer, C. Harteis (Eds.), "Human fallibility: The ambiguity of errors for work and learning", pp.141-153, Dordrecht: Springer, 2012.
  7. S. Hetzner, M. Gartmeier, H. Heid, H. Gruber, "Error orientation and reflection at work", Vocations and Learning, Vol.4, No.1, pp.25-39, 2011. DOI: http://dx.doi.org/10.1007/s12186-010-9047-0
  8. P. Wang, Y. I. Hao, "What role does error orientation play in the relationship between error management climate and innovative behavior?", 2017 2nd International Conference on Education, Management and Systems Engineering, pp.265-271, 2107.
  9. E. M. Yeon, J. H. Shin, H. S. Choi, J. A. Kim, "The relationships among error perception, subjective well-being, and academic achievement", Asian Journal of Education, Vol.16, No.1, pp.137-158, 2015. https://doi.org/10.15753/aje.2015.16.1.007
  10. A. R. Oh, T. S. Shin, "The effects of academic achievement pressure of parents on students' perception of errors-Focused on mediating effects of students' goal orientations -", The Korean Journal of Educational Psychology, Vol.31, No.3, pp.409-435, 2017. https://doi.org/10.17286/KJEP.2017.31.3.03
  11. J. H. Shin, H. S. Choi, E. M. Yeon, "The effects of classroom goal structure, achievement goal orientations, and academic achievements on students' perception of errors", The Korean Journal of Educational Psychology, Vol.28, No.1, pp.225-249, 2014.
  12. V. Rybowiak, H. Garst, M. Frese, B. Batinic, "Error orientation questionnaire (EOQ): Reliability, validity, and different language equivalence", Journal of Organizational Behavior, Vol.20, No.4, pp.527-547, 1999. DOI: http://dx.doi.org/10.1002/(SICI)1099-1379(199907) 20:4<527::AID-JOB886>3.0.CO;2-G
  13. N. Keith, M. Frese, "Self-regulation in error management training: Emotion control and metacognition as mediators of performance effects", Journal of Applied Psychology, Vol.90, No.4, pp.677-691, 2005. DOI: http://dx.doi.org/10.1037/0021-9010.90.4.677
  14. S. Rach, S. Ufer, A. Heinze, "Learning from errors: Effects of teachers' training on students' attitudes towards and their individual use of errors", PNA, Vol.8, No.1, pp.21-30, 2013.
  15. A. J. Elliot, T. M. Trash, "Achievement goals and the hierarchical model of achievement motivation", Educational Psychology Review, Vol.13, No.2, pp.139-156, 2001. DOI: http://dx.doi.org/10.1023/A:1009057102306
  16. A. Wigfield, J. Cambria, "Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes", Developmental Review, Vol.30, No.1, pp.1-35, 2010. DOI: http://dx.doi.org/10.1016/j.dr.2009.12.001
  17. C. S. Dweck, "Motivational processes affecting learning", American Psychologist, Vol.41, No.10, pp.1040-1048, 1986. DOI: http://dx.doi.org/10.1037/0003-066X.41.10.1040
  18. E. S. Elliott, C. S. Dweck, "Goals: An approach to motivation and achievement", Journal of Personality and Social Psychology, Vol.54, No.1, pp.5-12, 1988. DOI: http://dx.doi.org/10.1037/0022-3514.54.1.5
  19. H. W. Jeon, S. W. Kim, "The effects of self-determination motivation and achievement goal orientation on metacognition and creative problem solving ability of gifted students in secondary school", Journal of Learner-Centered Curriculum and Instruction, Vol.17, No.21, pp.233-255, 2017.
  20. X. Chen, J. R. Kang, "The effects of academic self-efficacy and academic emotion regulation on academic achievement among Chinese students in Korea: Mediating effect of achievement goal orientation", Journal of Learner-Centered Curriculum and Instruction, Vol.18, No.15, pp.361-382, 2018.
  21. H. K. Cho, "The influences on the self-regulated learning ability due to nursing students' achievement goal : Focusing on the mediating effects of autonomous support", Journal of the Korea Convergence Society, Vol.9, No.10, pp.523-531, 2018. https://doi.org/10.15207/JKCS.2018.9.10.523
  22. E. S. Hahn, H. K. Lee, "The relation between employees' achievement goal orientations and psychological well-being: The mediation effect of flow", The Korean Journal of Counseling and Psychotherapy, Vol.25, No.2, pp.351-370, 2013.
  23. D. W. Putwain, W. Symes, L. Nicholson, S. Becker, "Achievement goals, behavioural engagement, and mathematics achievement: A mediational analysis", Learning and Individual Differences, Vol.68, pp.12-19, 2018. DOI: https://doi.org/10.1016/j.lindif.2018.09.006
  24. S. Y. Lee, M. Bong, S. I. Kim, "The relationships between classroom goal structure and academic procrastination: The mediating role of academic self-efficacy and achievement goals", The Korea Educational Review, Vol.22, No.3, pp.31-66, 2016.
  25. B. Finn, R. Thomas, K. A. Rawson, "Learning more from feedback: Elaborating feedback with examples enhances concept learning", Learning and Instruction, Vol.54, pp.104-113, 2018. DOI: http://dx.doi.org/10.1016/j.learninstruc.2017.08.007
  26. M. Koo, A. Fishbach, "Dynamics of self-regulation: How (un)accomplished goal actions affect motivation", Journal of Personality and Social Psychology, Vol.94, No.2, pp.183-195, 2008. DOI: http://dx.doi.org/10.1037/0022-3514.94.2.183
  27. E. Seo, "What motivates people to pursue challenging goals: The effects of task interest and feedback on the process of pursuing a goal(Unpublished mater's thesis)", Seoul National University, Seoul, Korea, 2010.
  28. D. H. Kim, J. H. Kim, "Social relations and student's satisfaction with school life", Korean Journal of Sociology, Vol.45, No.4, pp.128-168, 2011.
  29. E. S. Moon, "The structural relationship among the classroom social environment, motivational beliefs, engagement, and academic achievement in middle school students", The Korean Journal of Child Education, Vol.22, No.4, pp.25-43, 2013.
  30. B. S. Jung, "The longitudinal effects of parent, teacher, and peer support on academic achievement by Korean young adolescents' ", Studies on Korean Youth, Vol.23, No.2, pp.131-159, 2012.
  31. M. C. Gremmen, Y. H. M. van den Berg, C. Steglich, R. Veenstra, J. K. Dijkstra, "The importance of near-seated peers for elementary students' academic engagement and achievement", Journal of Applied Developmental Psychology, Vol.57, pp.42-52, 2018. Doi: https://doi.org/10.1016/j.appdev.2018.04.004
  32. M. Y. Bae, H. S. Shin, "Multiple mediation effects of elementary school students' self-disclosure and friendship quality on the relation between social skills and subjective well-being", The Korean Journal of Child Education, Vol.25, No.3, pp.193-209, 2016. https://doi.org/10.17643/KJCE.2016.25.3.11
  33. H. M. Thompson, A. S. Wojciak, M. E. Cooley, "Self-esteem: A mediator between peer relationships and behaviors of adolescents in foster care", Children And Youth Services Review, Vol.66, pp.109-116, 2016. DOI: http://dx.doi.org/10.1016/j.childyouth.2016.05.003
  34. M. H. Veronneau, F. Vitaro, M. Brendgen, T. J. Dishion, R. E. Tremblay, "Transactional analysis of the reciprocal links between peer experiences and academic achievement from middle school to early adolescence", Developmental Psychology, Vol.46, No.4, pp.773-790, 2010. DOI: http://dx.doi.org/10.1037/a0019816
  35. M. Zee, H. M. Y. Koomen, I. Van der Veen, "Student-teacher relationship quality and academic adjustment in upper elementary school: The role of student personality", Journal of School Psychology, Vol.51, No.4, pp.517-533, 2013. DOI: https://doi.org/10.1016/j.jsp.2013.05.003
  36. C. Wang, M. Hatzigianni, A. Shahaeian, E. Murray, L. J. Harrison, "The combined effects of teacher-child and peer relationships on children's social-emotional adjustment", Journal of School Psychology, Vol.59, pp.1-11, 2016. DOI: https://doi.org/10.1016/j.jsp.2016.09.003
  37. S. J. Lee, "The path analysis of teacher-student relationships, class climate, and learning flow on academic achievement in elementary students", The Journal of Elementary Education, Vol.23, No.4, pp.207-227, 2010.
  38. J. B. Kim, N. H. Kim, "Effects of teacher perceived student-teacher relationship and changes in student perceived student-teacher relationships on academic achievement mediated by school happiness and classroom engagement", Korean Journal of Youth Studies, Vol.21, No.12, pp.285-315, 2014.
  39. L. Vandenbroucke, K. Verschuerenb, A. Desoetec, P. Auniod, P. Ghesquierea, D. Baeyensa, "Crossing the bridge to elementary school: The development of children's working memory components in relation to teacher-student relationships and academic achievement", Early Childhood Research Quarterly, Vol.42, pp.1-10, 2018. DOI: http://dx.doi.org/10.1016/j.ecresq.2017.08.004
  40. J. S. Lee, S. L. Yoo, "A study on the behavior control in the elementary school classroom", The Journal of Elementary Education Studies, Vol.9, No.2, pp.165-192, 2002.
  41. R. M. Lee, S. B. Robbins, "Measuring belongingness: The social connectedness and assurance scale", Journal of Counseling Psychology, Vol.42, No.2, pp.232-241, 1995. https://doi.org/10.1037/0022-0167.42.2.232
  42. E. M. Yeon, "Relations of classroom goal structure and social relationships to error perception in collaborative learning(Unpublished doctoral dissertation)", Seoul National University, Seoul, Korea, 2014.
  43. C., Valiente, K. Lemery--Chalfant, J. Swanson, M. Reiser, "Prediction of children's academic competence from their effortful control, relationships, and classroom participation", Journal of Educational Psychology, Vol.100, No.1, pp.67-77. 2008. DOI: https://doi.org/10.1037/0022-0663.100.1.67
  44. H. Patrick, A. Kaplan, A. M. Ryan, "Positive classroom motivational environments: Convergence between mastery goal structure and the classroom social climate", Journal of Educational Psychology, Vol.103, No.2, pp.367-382, 2011. DOI: http://dx.doi.org/10.1037/a0023311
  45. M. Komarraju, D. Nadler, "Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?", Learning and Individual Differences, Vol.25, pp.67-72, 2013. DOI: http://dx.doi.org/10.1016/j.lindif.2013.01.005
  46. M. Yusuf, "The impact of self-efficacy, achievement motivation, and self-regulated learning strategies on student's academic achievement", Procedia-Social and Behavioral Sciences, Vol.15, pp.2623-2626, 2011. https://doi.org/10.1016/j.sbspro.2011.04.158
  47. V. Loh, S. Andrews, B. Hesketh, B. Griffin, "The moderating effect of individual differences in error-management training: Who learns from mistakes?", Human Factors, Vol.55, No.2, pp.435-448, 2013. DOI: http://dx.doi.org/10.1177/0018720812451856
  48. M. A. Campion, R. G. Lord, "A control systems conceptualization of the goal setting and changing process", Organizational Behavior and Human Performance, Vol.30, pp.265-287, 1982. DOI: http://dx.doi.org/10.1016/0030-5073(82)90221-5
  49. J. Reeve, "Why teachers adopt a controlling motivating style toward students and how they can become more autonomy supportive", Educational Psychologist, Vol.44, No.3, pp.159-178, 2009. DOI: http://dx.doi.org/10.1080/00461520903028990