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Error climate and alienation from teachers: A longitudinal analysis in primary school.
Gabriele Steuer1, Alyssa L Grecu2, Julia Mori3
1Department of Psychology, University of Bielefeld, Bielefeld, Germany.
The British Journal of Educational Psychology
|January 3, 2024
Summary
A positive classroom error climate, where mistakes are handled constructively, predicts lower student alienation from teachers. This highlights the importance of error management in fostering better student-teacher relationships.
Area of Science:
- Educational Psychology
- Classroom Environment Research
- Student-Teacher Relationships
Background:
- Classroom error handling significantly impacts student learning and achievement.
- Existing research on error climate lacks focus on social outcomes like student-teacher relationships.
Purpose of the Study:
- To investigate the longitudinal relationship between perceived error climate and student alienation from teachers.
- To determine if a positive error climate mitigates alienation.
Main Methods:
- Longitudinal study design with two measurement points (Grade 5 and Grade 6).
- Data collected from primary school students in Switzerland and Luxembourg.
- Hierarchical linear modeling used to analyze student-teacher relationships within classrooms.
Main Results:
- A positive error climate at the first measurement point predicted decreased student alienation from teachers at the second point.
- The shared classroom error climate demonstrated a significant effect on student alienation.
Conclusions:
- Findings empirically support the positive influence of error climate on student-teacher relationships.
- Improving classroom error handling is crucial for preventing student alienation from teachers.
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