Details
| Titel in Übersetzung | Konstruktiver Umgang mit Fehlern im Klassenzimmer: Was kollaborative Arbeitsnetzwerke und Selbstwirksamkeitsüberzeugungen bewirken |
|---|---|
| Originalsprache | Englisch |
| Seiten (von - bis) | 205-223 |
| Seitenumfang | 19 |
| Fachzeitschrift | Zeitschrift für Erziehungswissenschaft (ZfE) (online) |
| Jahrgang | 17 |
| Ausgabenummer | 5 |
| Frühes Online-Datum | 13 Sept. 2014 |
| Publikationsstatus | Veröffentlicht - Sept. 2014 |
| Extern publiziert | Ja |
Abstract
Constructive handling of mistakes enhances successful learning and involves an affective and a cognitive dimension: (a) low fear of making mistakes (FOM) and (b) high positive learning orientation towards mistakes (PLOM). We examine the role of collaborative peer networks for both dimensions of students’ constructive handling of mistakes by analyzing their overall structure (density) and students’ embeddedness into the structure (number of reciprocal relations). We found different patterns for the affective and cognitive dimension: Students reported lower FOM in classrooms with denser collaborative peer networks and when they were more embedded in the structure, but only to the extent that they also showed high levels of general self-efficacy. Students’ PLOM was higher when they had more reciprocal collaborative relations to classmates and higher general self-efficacy. Denser collaborative networks did not predict students’ PLOM. Results are discussed against the background of social cognitive theory and recent accounts of co- and self-regulated learning.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
- BibTex
- RIS
in: Zeitschrift für Erziehungswissenschaft (ZfE) (online), Jahrgang 17, Nr. 5, 09.2014, S. 205-223.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Constructive handling of mistakes in the classroom
T2 - The conjoint power of collaborative networks and self-efficacy beliefs
AU - Zander, Lysann
AU - Kreutzmann, Madeleine
AU - Wolter, Ilka
N1 - Publisher Copyright: © 2014, Springer Fachmedien Wiesbaden.
PY - 2014/9
Y1 - 2014/9
N2 - Constructive handling of mistakes enhances successful learning and involves an affective and a cognitive dimension: (a) low fear of making mistakes (FOM) and (b) high positive learning orientation towards mistakes (PLOM). We examine the role of collaborative peer networks for both dimensions of students’ constructive handling of mistakes by analyzing their overall structure (density) and students’ embeddedness into the structure (number of reciprocal relations). We found different patterns for the affective and cognitive dimension: Students reported lower FOM in classrooms with denser collaborative peer networks and when they were more embedded in the structure, but only to the extent that they also showed high levels of general self-efficacy. Students’ PLOM was higher when they had more reciprocal collaborative relations to classmates and higher general self-efficacy. Denser collaborative networks did not predict students’ PLOM. Results are discussed against the background of social cognitive theory and recent accounts of co- and self-regulated learning.
AB - Constructive handling of mistakes enhances successful learning and involves an affective and a cognitive dimension: (a) low fear of making mistakes (FOM) and (b) high positive learning orientation towards mistakes (PLOM). We examine the role of collaborative peer networks for both dimensions of students’ constructive handling of mistakes by analyzing their overall structure (density) and students’ embeddedness into the structure (number of reciprocal relations). We found different patterns for the affective and cognitive dimension: Students reported lower FOM in classrooms with denser collaborative peer networks and when they were more embedded in the structure, but only to the extent that they also showed high levels of general self-efficacy. Students’ PLOM was higher when they had more reciprocal collaborative relations to classmates and higher general self-efficacy. Denser collaborative networks did not predict students’ PLOM. Results are discussed against the background of social cognitive theory and recent accounts of co- and self-regulated learning.
KW - Collaboration
KW - Errors
KW - Mistakes
KW - Peers
KW - Self-efficacy
KW - Social networks
UR - http://www.scopus.com/inward/record.url?scp=84920128415&partnerID=8YFLogxK
U2 - 10.1007/s11618-014-0558-6
DO - 10.1007/s11618-014-0558-6
M3 - Article
AN - SCOPUS:84920128415
VL - 17
SP - 205
EP - 223
JO - Zeitschrift für Erziehungswissenschaft (ZfE) (online)
JF - Zeitschrift für Erziehungswissenschaft (ZfE) (online)
SN - 1434-663X
IS - 5
ER -