3-8年级学生对教师反馈反应中的自我调节发展特征研究
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摘要
师生互动是学生发展的重要途径。本研究着重从日常生活的微观层面,对师生互动情境下学生的自我调节发展特点进行揭示。这有助于教师从发展的角度把握学生的自我发展状态和发展需要。
本研究在前人相关理论和前期访谈的基础上,采用自编的教师反馈感受和调节性反应问卷,计划考察教师反馈情境下学生的自我调节发展特点。主要包括三方面的特点:学生对反馈的感受,学生对表扬和批评的期望性反应以及学生对促发积极调节的反馈敏感性。
研究选取上海市3-8年级共410名中小学生作为被试。结果发现,无表扬反馈情境,学生产生的感受反应主要有六类:“能力感、”、“争取进步”、“不够好”、“无所谓”、“疑惑失望”和“不公气愤”。学生产生的感受反应与其主体性评价(对成绩、自尊、教师评价和自主学习水平的自我评价)密切相关。“能力感”和“争取进步”感受反应是较自信、积极的反应,这两类学生自感教师评价和自主学习调节水平较高;“不够好”感受反应是较自主但是不够自信的感受反应;“疑惑失望”是不够自信、不够积极的反应;“不公气愤”是不够积极、自感教师印象不佳学生的感受反应。以无表扬方式传递期望效应的教师反馈适合于那些自我评价变量水平较高的学生。
有些感受在一些年级具有特定含义。三年级学生中,“疑惑失望”的反应不代表他们自卑,而是说明他们自尊心强,认为自己应该获得教师表扬,反映出学生对教师表扬的较强依赖。“不够好”反应在四年级学生中是较自信、自主性较强、自我高要求的表现。“无所谓”反应在四、五年级是学生自我安慰、掩饰内心需要的表现,在七、八年级是一种成熟的、不介意教师不表扬的反应,体现出学生较强的自我强化能力。“争取进步”是八年级群体中不够自信、自我要求高的学生的反应。
自主学习调节水平影响表扬反馈情境学生的反应;自尊影响批评情境学生的反应。学生在表扬和批评情境产生的期望反应体现的自我要求存在年级差异。
不同自我评价水平的学生选择促使努力学习的反馈情境存在差异。“期望信任”和“表扬鼓励”这两种正面的反馈情境有助于学生的积极自我调节;“失望”反馈情境可促进低年级学生的积极自我调节,但随着年级的增长作用减弱;“轻视”反馈情境的促进效果随着年级增长而增强,表现为五年级和初中阶段的效果好于三、四年级。此外,随年级升高,学生的独立反思能力增强,对教师指导的依赖减弱。
Interaction between teachers and students is the important access for students' development. This study aims to find out the developmental features of students' self-regulation under the situation of their daily interaction with teachers, and it will help teachers to know more about students' status of self-regulation and their need of psychological development.
Based on related theory deduction and interview investigations, we plan to explore the developmental features of students' self-regulation in the reaction to teachers' feedback by means of a self-design questionnaire about students' perception and reaction to teachers' feedback. There are three parts: students' feelings of the feedback, their reactions to praise and criticism delivered to them from teachers, and their sensibility to feedback promoting positive self-regulation.
The study selects out 410 elementary and middle school students from grade three to eight in shanghai. Feelings produced by students in the situation without teachers' praise are classified into six categories. The result shows that students' feeling and reaction to teachers' feedback are closely related to students' subjective appraisals of themselves, such as subjective appraisal of performance, teachers' appraisal, self-regulation of learning and self-esteem. Students with a more positive reaction to feedback, such as 'easy to get encouraged' or 'try to make a progress', have a higher level of self-regulation of learning and perceive better appraisals on themselves from teachers. Having the feeling of not good enough shows that students are not so confident of themselves but still have some autonomy. Getting puzzled for no praise and feeling disappointed show an unconfident and passive reaction. The feeling of unfairness and showing angry are passive reactions and always produced by students who believe teachers think little of them. The ways of making the students feel the teachers' expectation is without obvious praise, which is suitable for students with high level of self-appraisal.
Students in different grades might have their typical understanding of the teachers' feedback. In the group of grade three students, getting puzzled for no praise and feeling disappointed doesn't mean that they're self-contemptuous but these students own a high level of self-esteem, and they think of themselves to be praised by teachers, which also shows that they're greatly dependent on teachers' praise. Having the feeling of being not good enough in fourth grade shows that students have high self-expectation for themselves. These students always feel confident and have a high level of self-regulation of learning. The feeling of "it doesn't matter" in fourth and fifth grade, shows that students try to comfort themselves and conceal their needs. However, such kind of feeling in seventh and eighth grade, means students really don't mind hasn't been praised, embody that they become mature and can self-reinforce well. The feeling of 'try to make a progress' shows that eighth grade students are not very confident with themselves, but they have high self-expectation for themselves.
Self-regulation of learning has an effect on students' expectant reaction to teachers' praise. Self-esteem affects students' expectant reaction to teachers' criticism. Reactions to teachers' praise and criticism show different self-expectations in which there are grade differences.
The students of different level of self-appraisal may choose different kinds of feedback which can promote them to work hard at their study. Two kinds of positive feedback, high expectation and trust from teachers as well as praise and encouragement from teachers can help students regulate actively. The feedback of disappointment from teachers will enhance elementary school students to study hard, but has little effect on middle school students. The stimulative result on students' self-regulation of teachers' feedback 'despisableness' in fifth grade and middle school is better than that in grade three and four. In addition, with the age increase, the students' ability of self-reflection will turn stronger and their dependency on teachers' instructions will become weaker.
本研究在前人相关理论和前期访谈的基础上,采用自编的教师反馈感受和调节性反应问卷,计划考察教师反馈情境下学生的自我调节发展特点。主要包括三方面的特点:学生对反馈的感受,学生对表扬和批评的期望性反应以及学生对促发积极调节的反馈敏感性。
研究选取上海市3-8年级共410名中小学生作为被试。结果发现,无表扬反馈情境,学生产生的感受反应主要有六类:“能力感、”、“争取进步”、“不够好”、“无所谓”、“疑惑失望”和“不公气愤”。学生产生的感受反应与其主体性评价(对成绩、自尊、教师评价和自主学习水平的自我评价)密切相关。“能力感”和“争取进步”感受反应是较自信、积极的反应,这两类学生自感教师评价和自主学习调节水平较高;“不够好”感受反应是较自主但是不够自信的感受反应;“疑惑失望”是不够自信、不够积极的反应;“不公气愤”是不够积极、自感教师印象不佳学生的感受反应。以无表扬方式传递期望效应的教师反馈适合于那些自我评价变量水平较高的学生。
有些感受在一些年级具有特定含义。三年级学生中,“疑惑失望”的反应不代表他们自卑,而是说明他们自尊心强,认为自己应该获得教师表扬,反映出学生对教师表扬的较强依赖。“不够好”反应在四年级学生中是较自信、自主性较强、自我高要求的表现。“无所谓”反应在四、五年级是学生自我安慰、掩饰内心需要的表现,在七、八年级是一种成熟的、不介意教师不表扬的反应,体现出学生较强的自我强化能力。“争取进步”是八年级群体中不够自信、自我要求高的学生的反应。
自主学习调节水平影响表扬反馈情境学生的反应;自尊影响批评情境学生的反应。学生在表扬和批评情境产生的期望反应体现的自我要求存在年级差异。
不同自我评价水平的学生选择促使努力学习的反馈情境存在差异。“期望信任”和“表扬鼓励”这两种正面的反馈情境有助于学生的积极自我调节;“失望”反馈情境可促进低年级学生的积极自我调节,但随着年级的增长作用减弱;“轻视”反馈情境的促进效果随着年级增长而增强,表现为五年级和初中阶段的效果好于三、四年级。此外,随年级升高,学生的独立反思能力增强,对教师指导的依赖减弱。
Interaction between teachers and students is the important access for students' development. This study aims to find out the developmental features of students' self-regulation under the situation of their daily interaction with teachers, and it will help teachers to know more about students' status of self-regulation and their need of psychological development.
Based on related theory deduction and interview investigations, we plan to explore the developmental features of students' self-regulation in the reaction to teachers' feedback by means of a self-design questionnaire about students' perception and reaction to teachers' feedback. There are three parts: students' feelings of the feedback, their reactions to praise and criticism delivered to them from teachers, and their sensibility to feedback promoting positive self-regulation.
The study selects out 410 elementary and middle school students from grade three to eight in shanghai. Feelings produced by students in the situation without teachers' praise are classified into six categories. The result shows that students' feeling and reaction to teachers' feedback are closely related to students' subjective appraisals of themselves, such as subjective appraisal of performance, teachers' appraisal, self-regulation of learning and self-esteem. Students with a more positive reaction to feedback, such as 'easy to get encouraged' or 'try to make a progress', have a higher level of self-regulation of learning and perceive better appraisals on themselves from teachers. Having the feeling of not good enough shows that students are not so confident of themselves but still have some autonomy. Getting puzzled for no praise and feeling disappointed show an unconfident and passive reaction. The feeling of unfairness and showing angry are passive reactions and always produced by students who believe teachers think little of them. The ways of making the students feel the teachers' expectation is without obvious praise, which is suitable for students with high level of self-appraisal.
Students in different grades might have their typical understanding of the teachers' feedback. In the group of grade three students, getting puzzled for no praise and feeling disappointed doesn't mean that they're self-contemptuous but these students own a high level of self-esteem, and they think of themselves to be praised by teachers, which also shows that they're greatly dependent on teachers' praise. Having the feeling of being not good enough in fourth grade shows that students have high self-expectation for themselves. These students always feel confident and have a high level of self-regulation of learning. The feeling of "it doesn't matter" in fourth and fifth grade, shows that students try to comfort themselves and conceal their needs. However, such kind of feeling in seventh and eighth grade, means students really don't mind hasn't been praised, embody that they become mature and can self-reinforce well. The feeling of 'try to make a progress' shows that eighth grade students are not very confident with themselves, but they have high self-expectation for themselves.
Self-regulation of learning has an effect on students' expectant reaction to teachers' praise. Self-esteem affects students' expectant reaction to teachers' criticism. Reactions to teachers' praise and criticism show different self-expectations in which there are grade differences.
The students of different level of self-appraisal may choose different kinds of feedback which can promote them to work hard at their study. Two kinds of positive feedback, high expectation and trust from teachers as well as praise and encouragement from teachers can help students regulate actively. The feedback of disappointment from teachers will enhance elementary school students to study hard, but has little effect on middle school students. The stimulative result on students' self-regulation of teachers' feedback 'despisableness' in fifth grade and middle school is better than that in grade three and four. In addition, with the age increase, the students' ability of self-reflection will turn stronger and their dependency on teachers' instructions will become weaker.
引文
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2. Bernhard Schmitz . Bettina S. Wiese. New perspectives for the evaluation of training sessions in self-regulated learning:Time-series analyses of diary data. Contemporary Educational Psychology 2006(31): 64-96
3. Charles S. Carver, Michael F. Scheier. Origins and functions of positive and negative affect:A control process view. Psychological Review, 1990,97(1) 19-35.
4. Don VandeWalle, Larry L.Cummings. A test of the influence of goal orientation on the feedback-seeking process. Journal of applied psychology, 1997, 82(3): 390-400.
5. Frank Barron and David M. Harrington. Creativity, intelligence, and personality. Annual Review Psychology, 1981, 32: 439-476.
6. J.S. Rozendaal .A. Minnaert . M. Boekaerts.The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing. Learning and Instruction 2005(15): 141-160.
7. Martin M. Rohrer, Hibler & Replogle. Evaluation of feedback sources as a function of role and organizational level. Journal of applied psychology, 1980, 65(1):24-27
8. Podsakoff P M, Farch J L. Effects of feedback sign and credibility on goal setting and task performance. Organization Behavior and Human Decision Processes, 1989,44(1): 45-67.
9. Roney G.J.,Sorrentino,R.M. Reducing Self-discrepancy or maintaining self-congruence? Uncertainty orientation, Self-regulation, and performance. Journal of personality and social Psychology, 1995,68(3):485-497.
10. Sansone C. A question of competence: The effects of competence and task feedback on intrinsic interest. Journal of Personality a Social Psychology, 1986, 51(5): 918-931.
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2. Bernhard Schmitz . Bettina S. Wiese. New perspectives for the evaluation of training sessions in self-regulated learning:Time-series analyses of diary data. Contemporary Educational Psychology 2006(31): 64-96
3. Charles S. Carver, Michael F. Scheier. Origins and functions of positive and negative affect:A control process view. Psychological Review, 1990,97(1) 19-35.
4. Don VandeWalle, Larry L.Cummings. A test of the influence of goal orientation on the feedback-seeking process. Journal of applied psychology, 1997, 82(3): 390-400.
5. Frank Barron and David M. Harrington. Creativity, intelligence, and personality. Annual Review Psychology, 1981, 32: 439-476.
6. J.S. Rozendaal .A. Minnaert . M. Boekaerts.The influence of teacher perceived administration of self-regulated learning on students' motivation and information-processing. Learning and Instruction 2005(15): 141-160.
7. Martin M. Rohrer, Hibler & Replogle. Evaluation of feedback sources as a function of role and organizational level. Journal of applied psychology, 1980, 65(1):24-27
8. Podsakoff P M, Farch J L. Effects of feedback sign and credibility on goal setting and task performance. Organization Behavior and Human Decision Processes, 1989,44(1): 45-67.
9. Roney G.J.,Sorrentino,R.M. Reducing Self-discrepancy or maintaining self-congruence? Uncertainty orientation, Self-regulation, and performance. Journal of personality and social Psychology, 1995,68(3):485-497.
10. Sansone C. A question of competence: The effects of competence and task feedback on intrinsic interest. Journal of Personality a Social Psychology, 1986, 51(5): 918-931.
11. Valsiner, J. Towards culture-inclusive developmental psychology: Overcoming epistemological obstacles. In J. Valsiner (Ed.), Cultural context and child development: Towards a culture-inclusive developmental psychology (pp. 291-293). Toronto-G(o|¨)ttingen-Bern: C. J. Hogrefe and H. Huber.1989.
12. Valsiner,J. Culture and human development. London:SAGE Publications. 1997.
13.边玉芳,许爱红.在“棒棒棒、你真棒”现象的背后.对教育实践中表扬运用的多视角透析.上海教育科研,2006(7):30-32.
14.陈林芬,华立群,骆南峰.大学生自尊与内外激励偏好的关系.中国心理卫生杂志,2007,21(1):29-31.
15.丁炜.自我调节学习和高效学习环境外国教育研究,2006,33(1):7-11.
16.董妍,俞国良.自我提升的研究现状与展望.心理科学进展,2005 13(2):178-185.
17.方平.初中生自我调节学习发展特征及相关因素的研究.首都师范大学2003年博士论文.
18.高文.维国茨基心理发展理论与社会建构主义外国教育资料.1999(4):10-14.
19.焦彩珍.学习动机的自尊理论.社科纵横,2004,19(1):114-115.
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