La función de los efectos emocionales en la retroalimentación del aprendizaje

Autores/as

DOI:

https://doi.org/10.17162/au.v12i3.1107

Palabras clave:

Educación, aprendizaje, retroalimentación, efectos emocionales, autoestima, psicología

Resumen

El presente artículo examina la función de los efectos emocionales en la retroalimentación en el entrenamiento. La investigación se realizó con la participación de 60 estudiantes. Junto con el estudio de los mecanismos psicológicos de retroalimentación, el entrenamiento observó la dinámica de cambios en varios parámetros durante la retroalimentación. La investigación mostró que, según la distribución normal, existe una correlación significativa al nivel de p = 0,3 para apego emocional positivo a la conducta y p = 0,6 para apego emocional negativo a la conducta. Durante las influencias negativas, la motivación, la autoestima y el cambio en los logros de aprendizaje de los estudiantes son más altos que las influencias positivas, y existe una correlación negativa (al nivel de p = 0,03). Este hecho confirma que la retroalimentación sufre cambios significativos durante el apego emocional positivo y negativo y que cuanto más persistentes sean estas relaciones, más dinámicos serán los cambios de moderador. En pocas palabras, el apego positivo aumenta los logros de aprendizaje, la motivación y la autoestima hasta cierto punto. Por el contrario, el apego negativo reduce en cierta medida los logros de aprendizaje, la motivación y la autoestima. Al mismo tiempo, crear una retroalimentación positiva en el aprendizaje aumenta la actividad cognitiva, mejora la actitud hacia el aprendizaje, así como las relaciones profesor-alumno.

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Publicado

2022-04-22

Cómo citar

Jabbarov, R. ., Valiyeva, Y. ., Valiyeva, V. ., & Aliyeva, S. . (2022). La función de los efectos emocionales en la retroalimentación del aprendizaje. Apuntes Universitarios, 12(3), 129–145. https://doi.org/10.17162/au.v12i3.1107