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http://dx.doi.org/10.5762/KAIS.2019.20.2.336

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

Yeon, Eun Mo (College of Basic Studies, Yeungnam University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.20, no.2, 2019 , pp. 336-345 More about this Journal
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.
Keywords
Perception of error; Classroom goal structure; Feedback; Relationships with teacher; Relationships with peers;
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