Abstracts - Earli

P 701 September 2007 11:00 - 12:20Room: 7.14Paper SessionMotivational, social and affective processesChair:Anastasia Efklides, Aristotle University of Thessaloniki, GreeceCypriot students’ perceptions of Modern Greek learning environment and self-efficacy in onesecondary schoolElias Avramidis, University of York, United KingdomSamantha Pilava, University of York, United KingdomResearch was conducted on associations between students’ perceived classroom learningenvironment and academic self-efficacy in Modern Greek classes. A sample of 469 students fromone urban secondary school in Cyprus responded to a 40-item instrument that assessed 5dimensions of Modern Greek classroom environment (viz. Involvement, Investigation,Cooperation, Equity, and Differentiation). These scales were taken from a recently developedinstrument, the Outcomes-Based Learning Environment Questionnaire (OBLEQ). Another 8-itemscale adopted from the Motivated Strategies for Learning Questionnaire (MSLQ) assessedstudents’ academic efficacy for learning and performance in Modern Greek-related tasks.Following examination of the instruments’ psychometric properties, the analysis revealedstatistically significant and positive correlations between all classroom environment dimensionsmeasured and the students’ reported academic efficacy. Although past performance was foundmore strongly correlated with self-efficacy than the five OBLEQ scales, a regression analysisrevealed that the latter accounted for a substantial variance of academic self-efficacy beyond thatattributable to their past performance. Students’ responses to an open-ended question eliciting theirpreferences for modifying their Modern Greek classroom environment included suggestionsregarding their lessons’ structure, content, materials used, and style of delivery, along withenhanced opportunities for involvement and participation. The implications of these findings forimproving educational practices in Modern Greek classes in Cyprus are discussed alongside withdirections for further research in field of learning environments.The influence of immediate feedback on subsequent learning in childrenAndrea Anschütz, Universität Oldenburg, GermanyBarbara Moschner, Universität Oldenburg, GermanyFollowing the unsatisfying results of German students in international assessment studies (e.g.PISA) one political reaction in Germany was the development and implementation of centralstandards of education. To enable and support students to develop the competencies asked for inthese standards, contents and methods of teaching and learning will have to be reflected andenlarged and means that either foster or hinder the individual students´ development ofunderstanding and competencies will have to be identified. An important debate in educationalresearch on effective learning is for example the question whether errors should be correctedimmediately. Although it is quite plausible that we need feedback about our mistakes in thelearning process, it is also conceivable that emotional consequences of feedback might interferewith future learning. In this study we investigated the role of immediate error feedback onsubsequent learning in children with an associative learning paradigm consisting of encoding-– 835 –