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dc.contributor.authorBirna Pálsdóttir
dc.contributor.authorZuilma Gabriela Sigurðardóttir
dc.contributor.authorFrancesco Sulla
dc.date.accessioned2020-05-19T14:18:35Z
dc.date.available2020-05-19T14:18:35Z
dc.date.issued2019
dc.date.submitted2020-05
dc.identifier.citationBirna Pálsdóttir, Zuilma Gabriela Sigurðardóttir, Francesco Sulla. Áhrif jákvæðrar og neikvæðrar endurgjafar á námsástundun og félagslega hegðun nemenda. 2019;24:23-35.en_US
dc.identifier.issn1022-8551
dc.identifier.urihttp://hdl.handle.net/2336/621411
dc.descriptionTo access publisher's full text version of this article, please click on the hyperlink in Additional Links field or click on the hyperlink at the top of the page marked Downloaden_US
dc.description.abstractÁhrif endurgjafar kennara á námsástundun og félagslega hegðun nemenda hafa verið viðfangsefni fjölmargra rannsókna. Rannsóknir frá níunda áratug síðustu aldar sem hafa skoðað slík áhrif hafa sýnt fram á að hlutfall jákvæðrar endurgjafar á námsástundun hefur oftast verið hærra en hlutfall neikvæðrar endurgjafar á félagslega hegðun (t.d. Apter, Arnold og Swinson, 2010; Apter, 2016; Brophy, 1981; Harrop og Swinson, 2000; Nafpaktitis, Mayer og Butterworth, 1985; White, 1975). Markmið þessarar greinar er að fara yfir stöðu rannsókna á því hvernig yrtri endurgjöf kennara á hegðun nemenda á aldrinum 6-16 ára er háttað í enskumælandi löndum allt frá áttunda áratug síðustu aldar og fram til dagsins í dag. Flestir eru sammála um að álag í starfi kennara sé mikið og til lengri tíma getur slíkt leitt til uppgjafar og kulnunar (Ninness og Glenn, 1988). Rannsóknir hafa sýnt að nemendur á grunnskólaaldri virðast nýta tæplega helming af tíma kennslustundar í annað en fyrirliggjandi verkefni (Fredricks, Blumenfeld og Paris, 2004; Godwin o.fl., 2016). Rannsóknir hafa sýnt fram á að með því að auka færni kennara í jákvæðri endurgjöf hafi það jákvæð áhrif á námsástundun (t.d. Sulla, Armenia, Eramo og Rollo, 2015 og Wheldall, Merret og Borg, 1985). Lögmál hegðunar og náms má nýta til þess að útskýra þá hegðun sem oft birtist í kennslustofum í samskiptum kennara og nemenda og hefur áhrif á þær breytur sem stuðla að aukinni námsástundun og félagslega æskilegri hegðun.en_US
dc.description.abstractThe effects teachers have on their students on-task and social behavior in the classroom has been widely researched (e.g. Apter, Arnold and Swinson, 2010; Apter, 2016; Brophy, 1981; Harrop and Swinson, 2000; Nafpaktitis, Mayer and Butterworth, 1985, White, 1975). This article aims at looking at patterns in these studies and describe what is known about the variables that affect on-task and socially acceptable behaviors in the classroom. Research has shown that in English-speaking countries the highest percentage of feedback is typically positive feedback on academic behavior, but the percentage of negative feedback on social behavior has usually been a close second (Apter, Arnold og Swinson, 2010; Apter, 2016; Harrop og Swinson, 2000). In Italy the percentage of negative feedback on behavior was higher than the percentage of positive feedback on on-task behavior (Sulla, 2015). Most people agree that beeing a teacher can be stressful and it is known that being stressed and overworked for a long period of time can lead to submission and burnout symptoms (Ninness and Glenn, 1988). Research has shown that students in primary and secondary schools are often only on-task half of the time in the classroom (Fredricks, Blumenfeld and Paris, 2004; Godwin et al., 2016). Research has shown that giving feedback to teachers and training them to use positive feedback with their students results in higher rates of on-task behavior in students (e.g., Sulla, Armenia, Eramo and Rollo, 2015 and Wheldall, Merret, and Borg, 1985). The research base in behavior analysis can be useful in explaining the interaction pattern between teachers and students often found in classrooms and this kind of research can help us shed light on how we can use this knowledge successfully and train teachers in using higher rates of positive feedback.en_US
dc.language.isoisen_US
dc.publisherSálfræðingafélag Íslandsen_US
dc.relation.urlhttps://sal.is/visindastarf/salfraediritid/rafraen-utgafa/en_US
dc.subjectNámsáranguren_US
dc.subjectEndurgjöfen_US
dc.subjectFélagshegðunen_US
dc.subject.meshFeedback, Psychologicalen_US
dc.subject.meshAcademic Successen_US
dc.subject.meshSocial Behavioren_US
dc.titleÁhrif jákvæðrar og neikvæðrar endurgjafar á námsástundun og félagslega hegðun nemendaen_US
dc.title.alternativeThe effects of positive and negative feedback on students‘ on-task and social behavioren_US
dc.typeArticleen_US
dc.contributor.departmentHáskóli Íslands og Parma Universityen_US
dc.identifier.journalSálfræðiritiðen_US
dc.rights.accessOpen Access - Opinn aðganguren_US
refterms.dateFOA2020-05-19T14:18:35Z


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