Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English.

Autor/inn/en	Steuer, Gabriele; Tulis, Maria; Dresel, Markus
Titel	Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English. Gefälligkeitsübersetzung: Ist der Umgang mit Fehlern im Unterricht spezifisch für Schulfächer? Eine Studie zum Fehlerklima in den Fächern Mathematik, Deutsch und Englisch.
Quelle	In: European journal of psychology of education, (2022) 37, S. 355-373Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0256-2928; 1878-5174
DOI	10.1007/s10212-020-00525-x
Schlagwörter	Einstellung (Psy); Schule; Schulklasse; Schulumwelt; Sekundarbereich; Schüler; Fehler; Lernen; Lehrmethode; Fremdsprachenunterricht; Mathematik; Mitschüler
Abstract	A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same interrelations between the ways in which individuals deal with errors can be found in these different school subjects. In a study with 937 students from 48 classrooms from grades 5 to 7, in different secondary schools in Germany and Austria, we assessed the error climate and individual reactions following errors in mathematics, German, and English. Small mean differences between mathematics and the two language subjects were yielded. In addition, we found medium-sized correlations between the error climate measures in the three school subjects. However, the same pattern of interrelations between error climate and the way individuals deal with errors for all three school subjects could be shown. The results suggest that the perception of the error climate is rather similar in different school subjects. This has implications, for instance, for interventions that aim at fostering the error climate. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/3