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[This corrects the article DOI: 10.3389/fpsyg.2021.708441.].
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The teacher's instructions in physical education class have important implications for the psychological well-being of their students. The aim of this study was to analyze, under the postulates of the Self-Determination Theory (SDT), a model with the following sequence: the perception of the quality of the instructions (task presentation, amount of corrective feedback, and its legitimate perception) generated by the physical education teacher, the satisfaction of the three basic psychological needs and the subjective vitality in young students. The participants were 890 students (462 males and 428 females) of primary level from the metropolitan area of Monterrey, Mexico, between ages 11 and 13 (M = 11.36; SD = 0.49). The structural equation modeling showed positive and significant associations in all model interrelations, that is, task presentation and the amount of corrective feedback (B = 0.88, p < 0.001), and this in turn with legitimate perception (B = 0.81, p < 0.001); the legitimate perception of feedback and the satisfaction of the need for autonomy, competence, and relatedness (B = 0.63, p < 0.001; B = 0.90, p < 0.001; B = 1.01, p < 0.001, respectively); finally, the satisfaction of the three psychological needs and the subjective vitality (B = 0.12, p < 0.01; B = 0.43, p < 0.001; B = 0.24, p < 0.001, respectively). Therefore, the importance of a quality task presentation, as well as providing corrective feedback based on support for autonomy, is evident, so that students perceive it legitimately and thus facilitate the satisfaction of their basic psychological needs and in consequence, indicators of psychological well-being such as subjective vitality.
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The literature has shown that preadolescents with ADHD might benefit from specific actions such as the presence of corrective feedback during a task. In order to examine these effects, a sample of preadolescents was selected and divided into two groups: a control group and a target group with ADHD. Participants had to perform a decision-making task, with a counterbalanced design, presented in blocks with and without corrective feedback. Two different analysis procedures were carried out: the traditional student's t-test and an ex-Gaussian fit. The reaction times were much lower for in the feedback block than in the control blocks, as well as in the control group than in the adolescents with ADHD. The difference in feedback reached or approached a statistically significant level, however, the difference between the control and ADHD group did not show statistical significance (except for accuracy under feedback condition). In terms of component distribution analysis, a specific parameter, named τ, was much lower for the feedback condition and for the control group. (AU)
Pré-adolescentes com TDAH podem se beneficiar com feedback corretivo durante uma tarefa. Para examinar esses efeitos, selecionou-se uma amostra de pré-adolescentes dividida em dois grupos: um controle e um experimental com TDAH. Os participantes realizaram uma tarefa de tomada de decisão com e sem feedback corretivo. Dois procedimentos de análise foram realizados: o teste t de Student e um modelo gaussiano. Os tempos de reação foram menores para o grupo que recebeu o feedback corretivo, bem como para o grupo de adolescentes com TDAH. A diferença no feedback atingiu o nível estatístico ou se aproximou dele, porém a diferença entre o grupo controle e de pré-adolescentes com TDAH não atingiu a significância estatística (exceto para a precisão na condição feedback). Quanto à análise de distribuição de componentes, o parâmetro τ foi muito inferior para a condição de feedback e para o grupo controle. (AU)
Preadolescentes con TDAH pueden beneficiarse de variables específicas, como la retroalimentación correctiva durante una tarea. Se seleccionó una muestra de preadolescentes dividida en dos grupos para examinar estos efectos. Los participantes realizaron una tarea de toma de decisiones, presentado en bloques con y sin retroalimentación correctiva. Se llevaron a cabo dos procedimientos de análisis diferentes: la prueba t de Student y un modelo gaussiano. Los tiempos de reacción fueron más bajos para el bloque con retroalimentación correctiva, así como para el grupo de adolescentes con TDAH. La diferencia en la retroalimentación alcanzó o se acercó al nivel estadístico, pero la diferencia entre el grupo de control y los preadolescentes con TDAH no alcanzó la significación estadística (excepto por la precisión en la condición de retroalimentación). En términos del análisis de distribución de componentes, un parámetro τ fue menor para los grupos de retroalimentación y control. (AU)
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Humanos , Masculino , Feminino , Criança , Adolescente , Transtorno do Deficit de Atenção com Hiperatividade/psicologia , Cognição , Retroalimentação Psicológica , Projetos Piloto , Grupos Controle , Tomada de DecisõesRESUMO
The way students perceive corrective feedback has repercussions on what they learn and think. Based on the self-determination theory, the aim of this study is to test a model of multilevel mediation that examines the relationships between the perception of corrective feedback with its degree of acceptance (perceived legitimacy) at the team level and the subjective vitality of students at the individual level, mediated by the satisfaction of the three psychological needs, in the context of physical education. The participants were 742 students aged between 10 and 13 years old (52.6% men, 47.4% women) in 29 physical education groups. The results of the multilevel structural equation modeling analysis found at the group (between) level a positive and significant relationship between corrective feedback and perceived legitimacy (B between = 0.49, p < 0.01), as well as a positive and significant relationship between perceived legitimacy and the needs of competence (B between = 0.66, p < 0.05) and relatedness (B between = 0.95, p < 0.01). In addition, there was a positive and significant association between competence and subjective vitality (B between = 2.06, p < 0.01), and a negative and significant association between relatedness and subjective vitality (B between = -0.85, p < 0.01). Also, on an individual (within) level, the needs of autonomy (B within = 0.09, p < 0.05), competence (B within = 0.27, p < 0.01), and relatedness (B within = 0.17, p < 0.01) were positively and significantly associated with subjective vitality. Finally, corrective feedback showed a positive indirect effect on subjective vitality through perceived legitimacy and competence, while the indirect effect was negative through perceived legitimacy and relatedness. In conclusion, on an individual level, students who perceive their basic psychological needs to be met in turn, increase their subjective vitality. At the group level, the results are discussed. These findings suggest that teachers might be best advised to ensure that their students accept corrective feedback, by having it couched in a manner that suggests that learning and improvement can follow, and communicated in an autonomy-supporting way.
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In the sport context, an essential aspect of an athlete's development and performance happens during the interaction with the coach while receiving information on the aspects of performance that need to be modified (corrective feedback). Grounded in the Self-Determination Theory and particularly on the basic psychological needs theory, a structural equation model (SEM) was tested with the following sequence: perception of the amount of corrective feedback generated by the coach, perceived legitimacy of corrective feedback, satisfaction of basic psychological needs, and vitality in soccer players. Additionally, simple mediation and serial (double) mediation models were also tested. Participants were 377 Mexican soccer players (Maged = 16.46, SD = 1.08), who completed the instruments that evaluated the study variables. SEM results reported positive and significant variables' interrelations in the sequence. The analysis of serial mediation model showed that the perceived legitimacy of feedback and the satisfaction of basic psychological needs fully mediated the relationship between the perception of the amount of corrective feedback generated by the coach and the perception of the subjective vitality of Mexican soccer players. Results suggest that coaches have to ensure that athletes accept the corrective feedback provided and meet their basic psychological needs. Based on SDT tenets, this research highlights the importance for coaches to be aware of the athlete's perceptions when they are providing corrective feedback and their implications for athlete's technical development and well-being. It is suggested to incorporate those aspects to training programs for coaches.
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The data derives from a survey collected from 543 school-level teachers of English in Chile. The survey was originally distributed to 5435 teachers. The survey was developed with an aim of exploring teachers' beliefs about how second language grammar should be taught. The survey consisted of 50 items in total, in four sections: (a) background information (10 items), (b) beliefs regarding L2 learning and teaching (9 items), (c) beliefs regarding grammar instruction (23 items), and (d) classroom realities (8 items). Except for the background information section, the items took the form of a 6-point Likert scale. The entire dataset is included in an Excel file (.xlsx). The entire questionnaire is included as a supplementary file. The data is connected to the theoretical models proposed in [1]. In [1], those models were proposed based on descriptive statistics (e.g., agreement/disagreement rates) and focus-group interview data. Subsequently, in the current paper, the data was submitted to structural equation modelling to explain the theoretical models. Then, the data is visually depicted with figures created via AMOS.
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Children are exposed to symbolic objects that they have to learn to use very early in life. The authors' aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-month-olds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood.