关键词: 积极反馈, 个人反馈, 过程反馈, 无助反应模式, 掌握反应模式

Abstract: When students answer questions or perform well at school, teachers will involuntarily give positive feedback, which can be divided into two types: person-oriented feedback and process-oriented feedback. Previous studies have shown that person-oriented feedback has potential negative effects on individuals who receive it. Whereas the process-oriented feedback have positive effects on individuals. The different impacts on individuals are in part reflected in the individual response pattern when encountered setbacks. Some people are not afraid of difficulties. They struggle over times. However, other people are frustrated when they meet failure. That's two different reaction patterns to failure. Needless to say, the former pattern plays a positive role on individuals, which is called mastery-oriented pattern. While the latter pattern which is known as helpless pattern, has obvious negative impact on people. We are all hoped to be perseverant towards difficulties. Is positive feedback given to the individuals could help to get the mastery-oriented pattern? What kind of positive feedback can help individuals to get mastery-oriented pattern? What impacts the different kinds of feedback have on the students who tend to show different patterns? Generally, traditional wisdom told us that teachers are expected to give more positive feedback to the students who need it more, such as the students who are discouraged, shy and helpless. Is that true? To explore the interaction between different frustration patterns and different positive feedback methods, and to provide the basis for teachers' targeted teaching feedback. Method In the study 1, 102 junior high school teachers were taken as subjects, and the role-playing method was used to explore whether the positive feedback behavior of junior high school teachers to students would be different due to the different modes of student frustration response. In the study 2, 291 first-grade junior high school students were used as subjects. Through the method of collective surveying, giving the forms of written comments to explore whether different positive feedback modes have different effects on the follow-up responses of subjects with different setback reaction patterns. Result Compared to the students who show mastery-oriented patterns originally, teachers tend to express more personal feedback to the students with helpless patterns. Meanwhile, contrasting with the students who show helpless patterns originally, teachers tend to express more process feedback to the students with mastery-oriented patterns; (2) Personal positive feedback backfires in children with helpless pattern. However, there is no significant effect on the individuals with mastery-oriented pattern; (3) Process feedback and simple feedback about the results are helpful for the helpless ones to improve their following performance; (4) Compared with the control condition, there is neither negative nor positive impact of process positive feedback on students with different response patterns. Our study made three innovations: (1) Complementing the blank of domestic research on positive feedback in junior high school, and verifying the effectiveness of positive feedback on junior high school students. (2) The research provides empirical support for the hypothesis model of "the interaction between positive feedback and response mode" proposed by the researcher (Xing Shufen, 2008, 2011). That is, the positive feedback behavior of teachers will be different due to the different characteristics of students, and the different characteristics of students will also be different for different ways of feedback. (3) The study uses the method of collective assessment of written comments to study, the results confirmed the effectiveness of this method, with limited time and effort, is an economically viable option for researchers.

Key words: positive feedback, person feedback, process feedback, mastery-oriented pattern, helpless pattern