The Influence Of False Feedback Types On The Self-efficacy Fluctuation Of Junior Students In Mathematics Learning

In this study,233 students from a middle school in Jinchuan district,Jinchang city,Gansu province were selected as the subjects to explore the influence of false positive or negative feedback stimulation on the selfefficacy fluctuation of junior high school students in mathematics learning.Study 1 firstly verified whether false feedback can cause selfefficacy fluctuation in junior high school students' mathematics learning.Specifically,study 1 examined whether self-efficacy was triggered by false positive and negative feedback stimuli,and whether self-efficacy subsided after one week.The average change before and after the selfefficacy feedback of the control group was significantly less than that of the positive feedback group,and significantly less than that of the negative feedback group.After the false negative feedback was applied,the self-efficacy intensity of mathematical learning in the post-test was significantly lower than that in the pre-test.After the false positive feedback was applied,the self-efficacy intensity of mathematical learning in the post-test was significantly higher than that in the pre-test.When no feedback was applied,there was no significant difference between the self-efficacy intensity of mathematical learning in the post-test and that in the pre-test.The self-efficacy intensity measured in the feedback group one week after the end of the experiment was not significantly different from that measured before the experiment.On the basis of confirming the existence of the fluctuation phenomenon in study 1,study 2 further explored whether the initial selfefficacy intensity and false feedback type have interactive effects on the fluctuation of self-efficacy in junior middle school students' mathematics learning.The results showed that the fluctuation range of self-efficacy caused by false positive or false negative feedback is influenced by the intensity of initial self-efficacy.Compared with the individuals with high intensity of initial self-efficacy,the fluctuation range of self-efficacy caused by false positive feedback on the individuals with low intensity of initial self-efficacy is larger.Compared with individuals with low initial self-efficacy,the false negative feedback caused a larger range of selfefficacy fluctuation in individuals with high initial self-efficacy.Finally,according to the two research results,this paper puts forward educational suggestions from the aspects of school education and family education.