Learning from errors: A model of individual processes
Errors bear the potential to improve knowledge acquisition, provided that learners are able to deal with them in an adaptive and reflexive manner. However, learners experience a host of different-often impeding or maladaptive-emotional and motivational states in the face of academic errors. Research...
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| Main Authors: | , , |
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| Format: | Book |
| Published: |
EARLI,
2016-04-01T00:00:00Z.
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| Online Access: | Connect to this object online. |
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| Summary: | Errors bear the potential to improve knowledge acquisition, provided that learners are able to deal with them in an adaptive and reflexive manner. However, learners experience a host of different-often impeding or maladaptive-emotional and motivational states in the face of academic errors. Research has made few attempts to develop a theory that focuses on learning from errors (with the exceptions of the theory of impasse-driven learning and the theory of negative knowledge) and, in particular, a theoretical framework that focuses on antecedent motivational processes. By integrating theories of self-regulated learning, volition, attributions, and appraisals, we propose a model that highlights individual processes that are characteristic of this specific learning phenomenon. More precisely, our theoretical framework aims to explain how emotional, motivational and self-regulatory processes-influenced by personal and contextual conditions-interact in order to facilitate or impede adaptive dealing with errors and appropriate metacognitions and cognitive activities. Our objective is to provide a framework that allows for the systematic integration of various aspects that have been targeted in previous research and to guide and stimulate future research on learning from errors. As a first evidence for validation, we summarise research findings that address specific parts of the proposed model. |
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| Item Description: | 10.14786/flr.v4i2.168 2295-3159 |