Errors, Feedback, Learning and Performance

2009 ◽  
Vol 2 ◽  
pp. 30-43 ◽  
Author(s):  
Dianne Gardner ◽  
Robert Wood
Keyword(s):  
Self Efficacy ◽  
Corrective Feedback ◽  
Error Signal ◽  
Error Feedback ◽  
Positive Error ◽  
Outcome Feedback ◽  
Negative Error ◽  
Computer Based ◽  
And Performance ◽  
Learning And Performance

AbstractThe value of feedback about errors when learning a novel computer-based task was explored in two studies. The first study examined the optimal level of information to be provided in feedback about errors. The second study examined whether framing errors positively as opportunities to learn (which encourages error tolerance) or negatively as hindrances to learning (which encourages error avoidance) facilitated learning and performance. Both studies used a computer-based simulation of a management decision-making task. In the first study there were three feedback conditions: outcome feedback alone, outcome feedback plus error signal feedback, and outcome feedback plus corrective feedback. Corrective feedback produced better performance than error signal and outcome feedback but learning did not differ across the three conditions. Corrective feedback also facilitated the use of systematic exploration which was positively associated with performance and learning. Learners' self-efficacy moderated the effects of error feedback: learners with high self-efficacy showed high levels of performance in all conditions but for those with low self-efficacy, detailed corrective feedback was essential for learning. The second study explored the effects of positive vs. negative error framing and corrective vs. signal error feedback in a 2 × 2 design. Positive error framing produced more unsystematic exploration and worse performance than negative error framing. Positive error framing helped those with low self-efficacy but for those with higher self-efficacy it was of more value to frame errors negatively. The implications of the interactions between error framing, error feedback and learner characteristics are discussed along with implications for the study of error management, a positive error framing technique.

scholarly journals Relationships between self-efficacy beliefs, engagement and academic performance in math lessons

2019 ◽  
Vol 14 (2) ◽  
pp. 190-200 ◽  
Author(s):  
Nese Ozkal
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Self Efficacy ◽  
Math Achievement ◽  
Eighth Graders ◽  
Efficacy Beliefs ◽  
First Semester ◽  
School Research ◽  
And Performance ◽  
Learning And Performance

This study investigated secondary school sixth, seventh and eighth graders’ self-efficacy beliefs, engagement and disaffection in Math lessons and academic achievement in relation to learning Mathematics and Math performance. The study was conducted with the voluntary participation of 651 sixth, seventh and eighth graders attending secondary school. Research data were collected with the help of ‘Engagement and Disaffection Scale’, ‘Self-Efficacy sub dimension’ of ‘Motivation Scale’ related to learning and performance and students’ Math first semester grades. It was identified in the study that students’ self-efficacy beliefs in learning and performance in Math significantly and positively predicted their Math achievement. Behavioural and affective disaffection in Math lessons were found to predict Math achievement negatively. It was determined in the study that students’ self-efficacy beliefs related to learning and performance in Math significantly predicted their behavioural and affective engagement in Math positively while predicting their behavioural and affective disaffection negatively. Keywords: Math, engagement, self-efficacy, academic achievement.

scholarly journals PERAN EFIKASI DIRI DAN DUKUNGAN SOSIAL TERHADAP REGULASI DIRI BELAJAR PADA WARGA BELAJAR KEJAR PAKET C

2019 ◽  
Vol 2 (2) ◽  
pp. 700
Author(s):  
Angelia Prasastha Widi Nugraheni ◽  
Sri Tiatri ◽  
Heni Mularsih
Keyword(s):  
Social Support ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Perceived Social Support ◽  
Purposive Sampling ◽  
And Performance ◽  
Learning And Performance

Pendidikan nonformal merupakan salah satu pelengkap, pengganti, dan penambah pendidikan formal untuk mencapai pemerataan pendidikan di Indonesia. Salah satu bentuk penyelenggaraan pendidikan nonformal setara MA/SMA disebut dengan paket C. Pelaksanaan paket C terpusat di Pusat Kegiatan Belajar Masyarakat (PKBM), yang saat ini semakin diminati oleh masyarakat. Pembelajaran yang fleksibel menjadi salah satu daya tarik tersendiri bagi peminat paket C. Meskipun fleksibel dalam pembelajaran, tuntutan penguasaan materi dan persyaratan ujian paket C sama dengan pendidikan formal. Hal ini menjadi tantangan tersendiri bagi warga belajar paket C yang rata-rata merupakan warga putus sekolah, sudah bekerja dan berkeluarga, atau memiliki keterbatasan waktu belajar. Oleh karena itu, dibutuhkan kemampuan regulasi diri belajar pada warga belajar paket C. Regulasi diri belajar dipengaruhi oleh faktor internal yaitu efikasi diri dan faktor eksternal yaitu dukungan sosial. Penelitian ini bertujuan untuk mengetahui dan menguji peran efikasi diri dan dukungan sosial terhadap regulasi diri belajar. Metode penelitian adalah korelasional dengan partisipan berjumlah 83 orang warga belajar program paket C di PKBM X, berusia 16 hingga 37 tahun. Pemilihan partisipan menggunakan teknik purposive sampling. Instrumen yang mengukur ketiga variabel penelitian diadaptasi dari Learning Strategies Scales, Self Efficacy Learning and Performance Scales dan Multidimensional Scale of Perceived Social Support. Data penelitian dianalisis menggunakan regresi berganda. Hasil penelitian menunjukkan bahwa secara spesifik, efikasi diri berperan terhadap regulasi diri belajar (R2 = 0.245, p < 0.05). Dukungan sosial berperan terhadap regulasi diri belajar (R2 = 0.210, p < 0.05). Secara simultan, efikasi diri dan dukungan sosial berperan terhadap regulasi diri belajar (R2 = 0.359, p < 0.05).

scholarly journals The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

2004 ◽  
Vol 5 (2) ◽  
Author(s):  
Richard Lynch ◽  
Myron Dembo
Keyword(s):  
Online Learning ◽  
Academic Success ◽  
Blended Learning ◽  
Self Efficacy ◽  
Self Regulation ◽  
Verbal Ability ◽  
Learning Context ◽  
Course Grades ◽  
And Performance ◽  
Learning And Performance

<P class=abstract>This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one). Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.</P> <P><B>Keywords:</B> self-regulated learning, blended learning, online learning</P>

scholarly journals WHICH MOTIVATIONAL BEHAVIORS IMPACT SUCCESS IN A FOUNDATIONAL ANATOMY COURSE FOR ENTRY DOCTOR OF PHYSICAL THERAPY STUDENTS?

2021 ◽  
Vol 13 (1) ◽  
pp. 9-16
Author(s):  
Philip A. Fabrizio ◽  
Anne M. R. Agur ◽  
Shannon L. Groff
Keyword(s):  
Academic Success ◽  
Physical Therapy ◽  
Goal Orientation ◽  
Self Efficacy ◽  
Clinical Anatomy ◽  
Physical Therapy Students ◽  
Learning Beliefs ◽  
Doctor Of Physical Therapy ◽  
And Performance ◽  
Learning And Performance

Objectives: The motivational behavior of self-efficacy for learning and performance was correlated with academic success in Doctor of Physical Therapy (DPT) students taking clinical anatomy, the first foundational course in the program. Students’ motivation strategies have been reported to be important factors in academic success, however, these strategies have not been investigated in DPT students. Therefore, the purpose of this study was to determine if course grade in clinical anatomy was correlated with the motivation subscales of the Motivated Strategies for Learning Questionnaire (MSLQ). Materials and Methods: The MSLQ was administered to thirty-three first-year DPT students who consented to participate in the study. Correlation (Pearson r zero order) between the subscales and final course grade in clinical anatomy were determined. Results: Self-efficacy for learning and performance was correlated with course grade (r(31) = .44, p < .05), while intrinsic and extrinsic goal orientation, task value, control of learning beliefs, and test anxiety, were poorly correlated. Conclusions: The results of the current study, indicating that self-efficacy for learning and performance is correlated with academic success, could be utilized in DPT programs to broaden admission processes, and aid in the development of remedial curricular and teaching strategies to support students identified with poor self-efficacy for learning and performance.

scholarly journals Cross Cultural Adaptation: Kuesioner Strategi Motivasi Belajar (Mslq) Subsskala Efikasi Diri dalam Belajar dan Mengerjakan Tugas Versi Indonesia

2017 ◽  
Vol 5 (2) ◽  
pp. 76-82
Author(s):  
Arief Budiman ◽  
Elsye Maria Rosa ◽  
Moh Afandi
Keyword(s):  
Cultural Adaptation ◽  
Content Validity ◽  
Self Efficacy ◽  
Cross Cultural ◽  
Validity And Reliability ◽  
Validity Index ◽  
Cross Cultural Adaptation ◽  
Content Validity Index ◽  
And Performance ◽  
Learning And Performance

Background: Self-efficacy is an important factor for establishing of learning independence, self efficacy gives influence to motivation, perseverance to overcome difficulties and learning achievement. Therefore a measuring instrument is needed to assess valid and reliable self efficacy. In this study cross cultural adaptation in Indonesian version from MSLQ subscale self-efficacy for learning and performance is used to to measure self efficacy of nursing students.Method: This study used a five- steps cross cultural adaptation that are translation, synthesis, back translation and final questionnaire in Indonesian version is assesed content validity index (CVI) with consideration of three experts, than is tested to assess for validity and reliability to eighty-eight the nursing academy diploma students YARSI in Samarinda city.Result: Through the stage of cross cultural adaptation there is have addition of the number of questionnaire items from 8 to 27 statement items and based on the value of CVI using the formula Aiken`s V is obtained coefficient value of all item statement > 0.5 , the test results of the questionnaire validity of all item have significance value > 0.05 and the questionnaire reliability of all item have alpha cronbach value > 0.6Conclusion: The MSLQ subscale self-efficacy for learning and performance instrument in Indonesia version has Content Validity Index (CVI) where is eligible with overall item are valid and reliable, so the instrument can be used in the target population of nursing students.

A computer-based servo system for controlling isotonic contractions of muscle

1993 ◽  
Vol 265 (5) ◽  
pp. C1424-C1432 ◽  
Author(s):  
J. P. Smith ◽  
R. J. Barsotti
Keyword(s):  
Muscle Mechanics ◽  
Servo System ◽  
Force Transducer ◽  
Error Signal ◽  
Analog To Digital ◽  
Computer Based ◽  
Servo Loop ◽  
Force Clamp ◽  
And Performance ◽  
Isotonic Contractions

We have developed a computer-based servo system for controlling isotonic releases in muscle. This system is a composite of commercially available devices: an IBM personal computer, an analog-to-digital (A/D) board, an Akers AE801 force transducer, and a Cambridge Technology motor. The servo loop controlling the force clamp is generated by computer via the A/D board, using a program written in QuickBASIC 4.5. Results are shown that illustrate the ability of the system to clamp the force generated by either skinned cardiac trabeculae or single rabbit psoas fibers down to the resolution of the force transducer within 4 ms. This rate is independent of the level of activation of the tissue and the size of the load imposed during the release. The key to the effectiveness of the system consists of two algorithms that are described in detail. The first is used to calculate the error signal to hold force to the desired level. The second algorithm is used to calculate the appropriate gain of the servo for a particular fiber and the size of the desired load to be imposed. The results show that the described computer-based method for controlling isotonic releases in muscle represents a good compromise between simplicity and performance and is an alternative to the custom-built digital/analog servo devices currently being used in studies of muscle mechanics.

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

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