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http://dx.doi.org/10.5762/KAIS.2019.20.3.71

Relationships Among the Big Five Personality Traits, Psychological Well-being, and College Adaptation of Pre-service Teachers  

Lee, Myung-Sook (Department of Education, Daegu National University of Education)
Choi, Hyo-Sik (Department of Education, Chuncheon National University of Education)
Yeon, Eun-Mo (College of Basic Studies, Yeungnam University)
Publication Information
Journal of the Korea Academia-Industrial cooperation Society / v.20, no.3, 2019 , pp. 71-81 More about this Journal
Abstract
To extend the potential benefits of error, the current study examined factors that affect students' error perception in the classroom. An experimental design was used to measure relations of classroom goal structure, feedback, and social relationships on students' perception of error. A total of 316 fourth-, fifth-, and sixth-grade elementary students 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, and then students were manipulated by classroom goal structure and feedback. Multiple regression analysis results suggested that students' perception of learning from error was affected mostly by relationships with peers, followed by relationships with teacher and the type of feedback. Students' perception of risk taking for error was also affected by relationships with peers and teacher, followed by the classroom goal structure. However, classroom goal structure and feedback did not affect their perception of thinking about error to improve their learning as well as error strain. These results imply how the classroom climate should be structured to improve perception of errors to improve student's learning.
Keywords
Personality Traits; Psychological Well-Being; Adjustment to College; Pre-Service Teachers; Latent Profile Analysis;
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Times Cited By KSCI : 5  (Citation Analysis)
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