Title: Error climate and gender as factors influencing error reactions in primary school children
Source document: Studia paedagogica. 2024, vol. 29, iss. 2, pp. [90]-107
Extent
[90]-107
-
ISSN2336-4521 (online)
Persistent identifier (DOI): https://doi.org/10.5817/SP2024-2-4
Stable URL (handle): https://hdl.handle.net/11222.digilib/digilib.80625
Type: Article
Language
License: Not specified license
Rights access
open access
Notice: These citations are automatically created and might not follow citation rules properly.
Abstract(s)
Errors can support learning processes when students react to errors on an affectivemotivational adaptive and action-adaptive level. Empirical findings indicate that these adaptive reactions to errors are influenced, among others, by the error climate in the classroom as an overarching factor of different dimensions. There is further evidence that there are gender differences in student reactions to errors and that these are differently associated with the dimensions of the error climate. Less is known about the interaction between these variables and whether there are gender-specific differences in adaptive reactions to errors, specifically in primary schools. The aim of the study was to replicate findings on the relevance of error climate as an overarching factor and its dimensions for adaptive reactions to errors in primary school children. The study also investigated gender differences in student perceptions of the error climate, which may explain gender differences in students' adaptive reactions to errors. The sample encompassed third and fourth graders (N=675). Analyses at both the individual and class levels replicated findings from the secondary level for the primary level and revealed further gender-specific differences in student learning from errors that were associated with gender differences in primary school children’s perception of the error climate.
References
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[6] Dresel, M., Schober, B., Ziegler, A., Grassinger, R., & Steuer, G. (2013). Affektiv-motivational adaptive und handlungsadaptive Reaktionen auf Fehler im Lernprozess. Zeitschrift für Pädagogische Psychologie, 27(4), 255–271. https://doi.org/10.1024/1010-0652/a000111
[7] Dunn, O. J., & Clark, V. (1969). Correlation coefficients measured on the same individuals. Journal of the American Statistical Association, 64(325), 366–377. https://doi.org/10.1080/01621459.1969.10500981
[8] Durik, A. M., & Harackiewicz, J. M. (2007). Different strokes for different folks: How individual interest moderates the effect of situational factors on task interest. Journal of Educational Psychology, 99(3), 597–610. https://doi.org/10.1037/0022-0663.99.3.597
[9] Fox, E., & Riconscente, M. (2008). Metacognition and self-regulation in James, Piaget, and Vygotsky. Educational Psychology Review, 20, 373–389. https://doi.org/10.1007/s10648-008-9079-2
[10] Grassinger, R., & Dresel, M. (2017). Who learns from errors on a class test? Antecedents and profiles of adaptive reactions to errors in a failure situation. Learning and Individual Differences, 53, 61–68. https://doi.org/10.1016/j.lindif.2016.11.009
[11] Grassinger, R., Scheunpflug, A., Zeinz, H., & Dresel, M. (2018). Smart is who makes lots of errors? The relevance of adaptive reactions to errors and a positive error climate for academic achievement. High Ability Studies, 29, 37–49. https://doi.org/10.1080/13598139.2018.1459294
[12] Grassinger, R., Steuer, G., Berner, V. D., Zeinz, H., Scheunpflug, A., & Dresel, M. (2015). Ausprägung und Entwicklung adaptiver Reaktionen auf Fehler in der Sekundarstufe. Zeitschrift für Pädagogische Psychologie, 29(3–4), 215–225. https://doi.org/10.1024/1010-0652/a000162
[13] Gawronski, B., & Strack, F. (Eds). (2012). Cognitive consistency: A fundamental principle in social cognition. The Guilford Press.
[14] Greve, W., & Thomsen, T. (2019). Die Entwicklung der Selbstregulation über die Lebensspanne. In S. Rietmann & P. Deing (Eds.), Psychologie der Selbststeuerung (pp. 3–21). Springer. https://doi.org/10.1007/978-3-658-24211-4_1
[15] Hannover, B., & Kessels, U. (2011). Sind Jungen die neuen Bildungsverlierer? Empirische Evidenz für Geschlechterdisparitäten zuungunsten von Jungen und Erklärungsansätze. Zeitschrift für Pädagogische Psychologie, 25(2), 89–103. https://doi.org/10.1024/1010-0652/a000039
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[17] Heinze, A., Ufer, S., Rach, S., & Reiss, K. (2012). The student perspective on dealing with errors in mathematics class. In E. Wuttke & J. Seifried (Eds.), Learning From Errors at School and Work (pp. 65–79).
[18] Hellmich, F., & Jahnke-Klein, S. (2008). Selbstbezogene kognitionen und interessen von mädchen und jungen im mathematikunterricht der grundschule. In B. Rendtorff & A. Prengel (Eds.), Kinder und ihr Geschlecht (pp. 111–120). Budrich Verlag. https://doi.org/10.25656/01:8214
[19] Hemmerich, W. (2017). StatistikGuru: Korrelationen statistisch vergleichen. Retrieved from https://statistikguru.de/rechner/korrelationen-vergleichen.html.
[20] Holodynski, M., Hermann, S., & Kromm, H. (2013). Entwicklungspsychologische grundlagen der emotionsregulation. Psychologische Rundschau, 64(4), 196–207. https://doi.org/10.1026/0033-3042/a000174
[21] Hornstra, L., van der Veen, I., Peetsma, T., & Volman, M. (2013). Developments in motivation and achievement during primary school: A longitudinal study od group-specific differences. Learning and Individual Differences, 23, 195–204. https://doi.org/10.1016/j.lindif.2012.09.004
[22] Käfer, J., Kuger, S., Klieme, E., & Kunter, M. (2019). The significance of dealing with mistakes for student achievement and motivation: Results of doubly latent multilevel analyses. European Journal of Psychology of Education, 34, 731–753. https://doi.org/10.1007/s10212-018-0408-7
[23] Kreutzmann, M., Zander, L., & Hannover, B. (2014). Versuch macht kluch g?!. Der Umgang mit Fehlern auf Klassen- und Individualebene. Zusammenhänge mit Selbstwirksamkeit, Anstrengungsbereitschaft und Lernfreude von Schülerinnen und Schülern. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46(2), 101–113. https://doi.org/10.1026/0049-8637/a000103
[24] Minsky, M. (1994). Negative expertise. International Journal of Expert Systems, 7(1), 13–19.
[25] Odabasi, B. (2013). The effect of learned helplessness to the success. International Journal of Academic Research, 5(4), 125–133. https://doi.org/10.7813/2075-4124.2013/5-4/B.18
[26] Oser, F., & Spychiger, M. (2005). Lernen ist schmerzhaft: Zur Theorie des negativen Wissens und zur Praxis der Fehlerkultur. Beltz.
[27] Rost, D. H., & Bienefeld, M. (2019). Nicht replizieren: publizieren!? Zeitschrift für Pädagogische Psychologie, 33(3–4), 163–176. https://doi.org/10.1024/1010-0652/a000253
[28] Schwinger, M., & Wild, E. (2006). Die Entwicklung von Zielorientierungen im Fach Mathematik von der 3. bis 5. Jahrgangsstufe. Zeitschrift für Pädagogische Psychologie, 20(4), 269–278. https://doi.org/10.1024/1010-0652.20.4.269
[29] Schwinger, M., Steinmayr, R., & Spinath, B. (2016). Achievement goal profiles in elementary school: Antecedents, consequences, and longitudinal trajectories. Contemporary Educational Psychology, 46, 146–179. https://doi.org/10.1016/j.cedpsych.2016.05.006
[30] Skaalvik, E. M. (1994). Attribution of perceived achievement in school in general and in maths and verbal areas: Relation with academic self-concept and self-esteem. British Journal of Educational Psychology, 64(1), 133–143. http://dx.doi.org/10.1111/j.2044-8279.1994.tb01090.x
[31] Soncini, A., Matteucci, M. C., & Butera, F. (2020). Error handling in the classroom: an experimental study of teachers' strategies to foster positive error climate. European Journal of Psychology of Education, 36, 719–738. https://doi.org/10.1007/s10212-020-00494-1
[32] Soncini, A., Visintin, E. P., Matteucci, M. C., Tomasetto, C., & Butera, F. (2022). Positive error climate promotes learning outcomes through students' adaptive reactions towards errors. Learning and Instruction, 80, 1–9. https://doi.org/10.1016/j.learninstruc.2022.101627
[33] Spinath, B., & Spinath, F. M. (2005a). Development of self-perceived ability in elementary school: the role of parents' perception, teacher evaluations, and intelligence. Cognitive Development, 20(2), 190–204. https://doi.org/10.1016/j.cogdev.2005.01.001
[34] Spinath, B., & Spinath, F. M. (2005b). Longitudinal analysis of the link between learning motivation and competence beliefs among elementary school children. Learning and Instruction, 15(2), 87–102. https://doi.org/10.1016/j.learninstruc.2005.04.008
[35] Spinath, B., & Steinmayr, R. (2008). Longitudinal analysis of intrinsic motivation and competence beliefs: Is there a relation over time? Child Development, 79(5), 1555–1569. https://doi.org/10.1111/j.1467-8624.2008.01205.x
[36] Spychiger, M., Kuster, R., & Oser, F. (2006). Dimensionen von Fehlerkultur in der Schule und deren Messung: Der Schülerfragebogen zur Fehlerkultur im Unterricht für Schülerinnen und Schüler der Mittel- und Oberstufe. Schweizerische Zeitschrift für Bildungswissenschaften, 28, 87–110. https://doi.org/10.25656/01:4140
[37] Steiger, J. H. (1980). Tests for comparing elements of a correlation matrix. Psychological Bulletin, 87(2), 245–251. https://doi.org/10.1037/0033-2909.87.2.245
[38] Steuer, G. (2014). Fehlerklima in der Klasse. Zum Umgang mit Fehlern im Mathematikunterricht. Springer. https://doi.org/10.1007/978-3-658-05293-5
[39] Steuer, G., & Dresel, M. (2015). A constructive error climate as an element of effective learning environments. Psychological Test and Assessment Modeling, 57(2), 262–275.
[40] Steuer, G., Rosentritt-Brunn, G., & Dresel, M. (2013). Dealing with errors in mathematics classrooms: structure and relevance of perceived error climate. Contemporary Educational Psychology, 38(3), 196–210. https://doi.org/10.1016/j.cedpsych.2013.03.002
[41] Steuer, G., Tulis, M., & Dresel, M. (2021). Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English. European Journal of Psychology of Education, 37, 355–373. https://doi.org/10.1007/s10212-020-00525-x
[42] Steuer, G., Grecu, A. L., & Mori, J. (2024). Error climate and alienation from teachers: A longitudinal analysis in primary school. British Journal of Educational Psychology, 1–14. https://doi.org/10.1111/bjep.12659
[43] Stürzer, M. (2003). Geschlechtsspezifische Schulleistungen. In M. Stürzer, H. Roisch, A. Hunze & Q. Cornelißen (Eds.), Geschlechterverhältnisse in der Schule (pp. 83–122). https://doi.org/10.1007/978-3-322-90921-3_4
[44] Tulis, M., Grassinger, R., & Dresel, M. (2011). Adaptiver Umgang mit Fehlern als Aspekt der Lernmotivation und des Selbstregulierten Lernens von Overachievern. In M. Dresel & L. Lämmle (Eds.), Motivation, Selbstregulation und Leistungsexzellenz (pp. 29–51).
[45] Tulis, M., Steuer, G., & Dresel, M. (2016). Learning from errors: A model of individual processes. Frontline Learning Research, 4(2), 12–26. https://doi.org/10.14786/flr.v4i2.168
[46] van Kampen, H. S. (2019). The principle of consistency and the cause and function of behaviour. Behavioural Processes, 159, 42–52. https://doi.org/10.1016/j.beproc.2018.12.013
[47] Weinert, F. Z. (1999). Aus Fehlern lernen und Fehler vermeiden lernen. In W. Althof (Ed.), Fehlerwelten. Vom Fehlermachen und Lernen aus Fehlern (pp. 101–110). https://doi.org/10.1007/978-3-663-07878-4_5
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