BackgroundudTeachers can deliver feedback using person (‘you are clever’) or process terms (‘you worked hard’). Person feedback can lead to negative academic outcomes, but there is little experimental research examining the impact of feedback on children's perceptions of the student–teacher relationship.ududAimudWe examined the effects of person, process, and no feedback on children's perceptions of their relationship with a (fictional) teacher following success and failure.ududSamplesudParticipants were British children (145 aged 9–11 in experiment 1 and 98 aged 7–11 in experiment 2).ududMethodudIn experiment 1, participants read three scenarios where they succeeded and received one of two types of praise (person or process) or no praise. Participants then read two scenarios where they failed. In experiment 2, participants read that they had failed in three tasks and received one of two types of criticism (person or process) or no criticism. Participants then read two scenarios where they succeeded. They rated how much they liked the teacher and how much they felt that the teacher liked them.ududResultsudChildren felt more positive about the student–teacher relationship following success than failure. Type of praise did not influence perceptions of the student–teacher relationship following success or failure. However, person criticism led children to view the student–teacher relationship more negatively following failure and maintain this negative view following the first success.ududConclusionsudSuccess appears to be important for developing positive student–teacher relationships. In response to failure, teachers could avoid person criticism which may negatively influence the student–teacher relationship.
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机译:背景 ud教师可以使用人员(“您很聪明”)或处理方式(“您很努力”)来提供反馈。人的反馈会导致负面的学业成绩,但是很少有实验研究来检验反馈对孩子对师生关系的看法的影响。 ud udAim ud我们检查了人,过程的影响,以及没有反馈对孩子的看法的影响 ud ud样本 ud参与者为英国儿童(实验1中145岁9-11岁,实验2中98岁7-11岁)。 ud udMethod ud如图1所示,参与者阅读了三种成功的场景,并获得了两种表扬(人员或过程)之一或没有表扬。参与者然后阅读了失败的两种情况。在实验2中,参与者读到自己在三项任务中均未完成,并且受到两种批评(人员或过程)之一或没有批评。然后,参与者阅读了两种成功的方案。他们评估了他们对老师的喜欢程度以及对老师的喜欢程度。 ud udResults ud孩子对成功后的师生关系比失败更感到积极。赞美的类型不会影响对成功与失败之后的师生关系的看法。但是,人的批评导致孩子们在失败之后更加消极地看待学生与老师的关系,并在第一次获得成功后维持这种消极的观点。 ud ud结论 ud成功似乎对于发展积极的师生关系很重要。应对失败,教师可以避免对学生和老师关系产生负面影响的人际批评。
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