同伴互评中评语类型对情绪体验的影响研究
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摘要
同伴互评活动中,同伴评语使学习者产生的情绪体验会直接影响其对评语的处理方式,从而影响同伴互评活动的效果。研究选取48名大学本科生进行为期一学期的在线同伴互评实验,探究同伴互评中评语类型对大学生情绪体验的影响。研究发现:(1)同伴互评中不同评语类型使大学生产生的情绪体验有显著差异;(2)加强型评语中的细节赞扬评语最易激发大学生积极情绪体验,纠正型评语中的直接纠正最易激发大学生的消极情绪体验;(3)加强型评语中的细节赞扬与建议型评语中的委婉建议是大学生在同伴互评活动中最期望收到的评语类型,大学生最不希望收到同伴给予的纠正型评语中的直接纠正以及简单的加强型评语。
In peer review, the emotional experience of learners caused by peer review will directly affect the way they deal with the comments, thus affecting the effect of peer review. This study selects forty-eight undergraduates to participate in an online peer review experiment for one semester in order to explore the influence of the types of comments in peer review on college students' emotional experience.The study results indicate that:(1) there are significant differences in the emotional experience of college students caused by different types of comments in peer review;(2) the detailed praise comments in the reinforced comments are the most likely to arouse the positive emotional experience of college students.The direct correction in the corrective comments is most likely to stimulate students' negative emotional experience;(3) the detailed praise and the mild suggestions are the types of comments that college students most expect to receive in peer review. College students least expect to receive direct corrective comments and simple reinforced comments from peers.
In peer review, the emotional experience of learners caused by peer review will directly affect the way they deal with the comments, thus affecting the effect of peer review. This study selects forty-eight undergraduates to participate in an online peer review experiment for one semester in order to explore the influence of the types of comments in peer review on college students' emotional experience.The study results indicate that:(1) there are significant differences in the emotional experience of college students caused by different types of comments in peer review;(2) the detailed praise comments in the reinforced comments are the most likely to arouse the positive emotional experience of college students.The direct correction in the corrective comments is most likely to stimulate students' negative emotional experience;(3) the detailed praise and the mild suggestions are the types of comments that college students most expect to receive in peer review. College students least expect to receive direct corrective comments and simple reinforced comments from peers.
引文
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[10] TSENG S C, TSAI C C. On-line peer assessment and the role of the peer feedback:a study of high school computer course[J].Computers&education, 2007, 49(4):1161-1174.
[11] PEKRUN R, GOETZ T, TITZ W, et al. Academic emotions in students'self-regulated learning and achievement:a program of qualitative and quantitative research[J]. Educational psychologist, 2002, 37(2):91-105.
[12]李笑樱.远程学习者情感自评量表及预警模型设计研究[D].上海:华东师范大学, 2011.
[13]董妍,俞国良.青少年学业情绪问卷的编制及应用[J].心理学报, 2007, 39(5):852-860.
[14]陆桂芝,庞丽华.初中1~3年级学生的学业情绪与学业成就的相关研究[J].教育探索, 2008(12):124-125.
[15]马慧霞,张寒.归因训练提高学生学业情绪的实验研究[J].教育理论与实践,2013,33(30):37-39.
[16]傅小兰.情绪心理学[M].上海:华东师范大学出版社,2016.
[2] WEISS R P. Emotion and learning[J]. Training&development, 2000, 54(11):502-507.
[3]柏宏权,苏玉凤,沈书生.融入同伴互评的混合式学习模式实证研究[J].电化教育研究, 2017(12):79-85.
[4] PITT E, LIN N.‘Now that’s the feedback I want!’students’reactions to feedback on graded work and what they do with it[J].Assessment&evaluation in higher education, 2017, 42(4):1-25.
[5] RYAN T, HENDERSON M. Feeling feedback:students’ emotional responses to educator feedback[J]. Assessment&evaluation in higher education, 2017,36(1):1-13.
[6] PEKRUN R, STEPHENS E J. Achievement emotions:a control‐value approach[J]. Social&personality psychology compass, 2010,4(4):238-255.
[7] JONES H, HOPPITT L, JAMES H, et al. Exploring students'initial reactions to the feedback they receive on coursework[J].Bioscience education, 2012, 20(1):4-21.
[8] MAHFOODH O H A.“I feel disappointed”:EFL university students’ emotional responses towards teacher written feedback[J].Assessing writing, 2016, 31(2):378-390.
[9] MALEC A. Examining emotional responses to written feedback and the role emotions play on second language writing performance[J].Academic emotions, 2013,49(3):235-251.
[10] TSENG S C, TSAI C C. On-line peer assessment and the role of the peer feedback:a study of high school computer course[J].Computers&education, 2007, 49(4):1161-1174.
[11] PEKRUN R, GOETZ T, TITZ W, et al. Academic emotions in students'self-regulated learning and achievement:a program of qualitative and quantitative research[J]. Educational psychologist, 2002, 37(2):91-105.
[12]李笑樱.远程学习者情感自评量表及预警模型设计研究[D].上海:华东师范大学, 2011.
[13]董妍,俞国良.青少年学业情绪问卷的编制及应用[J].心理学报, 2007, 39(5):852-860.
[14]陆桂芝,庞丽华.初中1~3年级学生的学业情绪与学业成就的相关研究[J].教育探索, 2008(12):124-125.
[15]马慧霞,张寒.归因训练提高学生学业情绪的实验研究[J].教育理论与实践,2013,33(30):37-39.
[16]傅小兰.情绪心理学[M].上海:华东师范大学出版社,2016.