Keywords

Error orientation; error climate; error handling; motivation; beliefs; emotions; achievement goal orientations; descriptive studies; professional development design

Abstract

Student motivation and achievement are often low for students from low socioeconomic status households and may decline when children from all walks of life enter middle school. Despite years of studies describing these declines and efforts to improve learning outcomes, the trends continue. Motivation has been studied from several theoretical standpoints, among them, self-efficacy, beliefs, goal orientations, and emotions. This dissertation introduces error orientation: how teachers and students react to and use errors in the classroom. A positive error orientation, one that views errors as opportunities to learn rather than punishments, may help improve students* emotions, self-efficacy, and future goal orientations, while aligning their beliefs in a more adaptive direction, thus reducing maladaptive academic motivation. A professional development design is proposed here to train teachers in using errors to the advantage of the learner by creating a positive error climate in their classrooms.

Notes

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Graduation Date

2015

Semester

Summer

Advisor

Gill, Michele

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Degree Program

Education and Human Performance

Format

application/pdf

Identifier

CFE0005856

URL

http://purl.fcla.edu/fcla/etd/CFE0005856

Language

English

Release Date

August 2015

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic

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