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

Steuer G, Tulis M, Dresel M (2021)
European Journal of Psychology of Education 37: 355–373.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
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Autor*in
Steuer, GabrieleUniBi; Tulis, Maria; Dresel, Markus
Abstract / Bemerkung
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.
Stichworte
Error climate; Reactions to errors; Domain specificity; Classroom; teaching; Learning
Erscheinungsjahr
2021
Zeitschriftentitel
European Journal of Psychology of Education
Band
37
Seite(n)
355–373
ISSN
0256-2928
eISSN
1878-5174
Finanzierungs-Informationen
Open-Access-Publikationskosten wurden durch die Universität Bielefeld im Rahmen des DEAL-Vertrags gefördert.
Page URI
https://pub.uni-bielefeld.de/record/2953819

Zitieren

Steuer G, Tulis M, Dresel M. 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. 2021;37:355–373.
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
Steuer, Gabriele, Tulis, Maria, and Dresel, Markus. 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.
Steuer, G., Tulis, M., and 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.
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, p 355–373.
G. Steuer, M. Tulis, and M. Dresel, “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, vol. 37, 2021, pp. 355–373.
Steuer, G., Tulis, M., Dresel, M.: 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 (2021).
Steuer, Gabriele, Tulis, Maria, and Dresel, Markus. “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 (2021): 355–373.
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2022-07-21T08:18:14Z
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