New article by Annalisa Soncini (ULB) with Fabrizio Butera (UnilaPS-IP) in the British Journal of Educational Psychology
Abstract
Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions.
Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes more adaptive students' reactions towards errors and higher learning outcomes.
Researchers