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

摘要： 目的：探究学生所具有的不同挫折反应模式是否会影响到教师对他们的反馈行为,以及进一步探究教师不同反馈类型如何影响持有不同反应模式的学生，为教师进行有针对性的教学反馈提供依据。 方法：研究1以102名初中教师为被试，采用角色扮演法，探究初中教师对学生的积极反馈行为是否会因学生挫折反应模式的不同而不同。研究2以291名初一学生为被试，采用集体施测的方法，探讨不同的积极反馈方式是否对不同挫折反应模式被试的后续反应产生不同的影响。 结果发现：（1）教师对无助反应模式的学生给予更多的个人积极反馈，而对掌握反应模式的学生给予更多的过程积极反馈；（2）个人积极反馈对无助反应模式的学生有更加消极的影响，而对于掌握反应模式的学生并无显著影响；（3）过程反馈和简单结果反馈有助于改善无助反应模式学生的后续反应；（4）过程积极反馈对两种反应模式的学生均未产生消极或积极影响。 结论：教师对无助反应模式的学生给予更多的个人积极反馈，而教师的个人积极反馈对无助反应模式的学生会产生更加消极的影响。

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