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Area of Science:

  • Educational Psychology
  • Learning Sciences
  • Classroom Dynamics

Background:

  • Errors offer learning opportunities, with adaptive reactions enhancing outcomes.
  • Student error adaptivity (affective-motivational and action-related) is crucial for learning.
  • The development and contextual factors of student error reactions remain underexplored.

Purpose of the Study:

  • To examine the longitudinal development of students' error reactions.
  • To investigate the influence of classroom context, particularly perceived error climate, on this development.

Main Methods:

  • A 2-year longitudinal study with 1641 students across 69 secondary mathematics classrooms.
  • Five measurement points assessed perceived error climate and individual error reactions.

Main Results:

  • Students showed a negative average development in adaptive error reactions over time.
  • This development significantly varied across classrooms and was linked to the perceived error climate.
  • A positive error climate correlated with a less negative trajectory in error adaptivity.

Conclusions:

  • Teachers play a vital role in fostering adaptive error reactions in students.
  • Creating a positive classroom error climate is an effective strategy for supporting students' learning from errors.