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Classroom Error Climate: Teacher Professional Development to Improve Student Motivation

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Date Issued:
2015
Abstract/Description:
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.
Title: Classroom Error Climate: Teacher Professional Development to Improve Student Motivation.
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Name(s): O'Dell, Sean, Author
Gill, Michele, Committee Chair
Cox, Dr. Thomas, Committee Member
Hoffman, Bobby, Committee Member
Flanigan, Jacquelyn, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2015
Publisher: University of Central Florida
Language(s): English
Abstract/Description: 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.
Identifier: CFE0005856 (IID), ucf:50917 (fedora)
Note(s): 2015-08-01
Ed.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): error orientation -- error climate -- error-handling -- motivation -- beliefs -- emotions -- achievement goal orientations -- descriptive studies -- professional development design
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0005856
Restrictions on Access: public 2015-08-15
Host Institution: UCF

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