Constructive handling of mistakes in the classroom: The conjoint power of collaborative networks and self-efficacy beliefs

Zander, Lysann; Kreutzmann, Madeleine; Wolter, Ilka

doi:10.1007/s11618-014-0558-6

Cited by 15 publications

(6 citation statements)

References 17 publications

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“…Several studies showed that positive error climate is related to affective reactions in students (increasing enjoyment, satisfaction, and pride; Tulis and Ainley 2011) and their error-related reactions (Steuer et al 2013). Other studies found a relationship between dealing positively with mistakes in a supportive context and other learning-related outcomes, such as students' self-efficacy and joy (Kreutzmann et al 2014), students' positive learning orientation and lower fear of making mistakes (Rach et al 2013;Zander et al 2014), students' motivation and positive learning outcomes (Käfer et al 2019). Moreover, better achievement in mathematics was associated with students' perception of positive error climate, and a small but significant correlation between error climate and achievement was found, both at the student and at the classroom levels (Steuer and Dresel 2015).…”

Section: Errors In Learning and Error Climatementioning

confidence: 99%

“…Second, the literature about error climate has mainly focused on secondary school contexts (Käfer et al 2019;Rach et al 2013;Spychiger et al 2006;Steuer et al 2013;Steuer and Dresel 2015;Tulis et al 2018), and only a few studies (Kreutzmann et al 2014;Zander et al 2014) were conducted in primary schools. Since teachers are believed to foster a positive error climate through their feedback, behaviour, and responses, studying how teachers deal with students' errors could be even more interesting in those grades in which they manage all the classroom aspects (i.e.…”

Section: The Present Studymentioning

confidence: 99%

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Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate

2020

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The present research investigated the possibility to foster positive classroom climate, achievement emotions, and adaptive beliefs about errors by manipulating teachers' error handling strategies. Through a pre-post experimental design, teachers' error handling strategies were manipulated during a fictitious lesson in the primary school context. The experimenter, who was presented as an external teacher, carried out the lesson using positive and supportive error handling strategies (experimental condition) or neutral error handling strategies (control condition). The aim was to test differences in pupils' perceived error climate, achievement-related emotions, and error beliefs comparing the two conditions. A total of 108 fifth-grade primary school pupils took part in the research. The main results revealed that dealing with pupils' errors using a constructive and encouraging strategy that supports them in learning from their errors (positive error handling) increased, compared with a neutral error handling, their perception of being in a trustful and supportive learning climate. This study represents the first experimental attempt in which error-related teaching strategies have been directly manipulated to identify their causal impact on primary school pupils' perceived error climate. Keywords Error handling . Error climate . Teachers . Primary school . Emotions "Your best teacher is your last mistake" is a figure of speech used in different cultures. The idea that learners can learn from their mistakes carries the positive connotation that errors are viewed as an unavoidable part of human life and can be used to improve skills and knowledge. Errors, however, have been defined as "an individual's behaviour or decision that differs unintentionally from a certain norm, prevents the attainment of a specific goal, and it is judged to be incorrect"

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Section: Errors In Learning and Error Climatementioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate

2020

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“…A number of studies exist concerning the relationship of dealing with mistakes with affective and respectively motivational outcomes like academic self-efficacy, effort investment, and joy of learning (Kreutzmann et al 2014), academic self-concept and mastery goal orientation (Steuer et al 2013), fear of making mistakes and positive learning orientation toward mistakes (Zander et al 2014;Rach et al 2013). On the other hand, studies investigating relations to cognitive student learning outcomes like test achievement (Heinze and Reiss 2007;Steuer and Dresel 2015) or grades (Kreutzmann et al 2014) are scarce.…”

Section: Relations To Student Learning Outcomesmentioning

confidence: 99%

The significance of dealing with mistakes for student achievement and motivation: results of doubly latent multilevel analyses

et al. 2018

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From a constructivist perspective on learning, mistakes are seen as natural elements of learning processes. A supportive and constructive way of dealing with student mistakes has shown to affect students' individual motivation and learning performances in a favorable way. In classroom settings, however, making mistakes is not just a personal but also a social event. Dealing with mistakes should therefore be considered as both studentlevel and classroom-level characteristic. This study investigates three aspects of dealing with mistakes and their relevance for students' achievement and motivation in English as a foreign language by analyzing the aspects at student and classroom level. The aspects are a) teacher attitude toward mistakes, b) teacher response to student mistakes, and c) students' perception of mistakes as useful for learning. Analyzing data of 5266 students from 427 classes in German secondary schools, the results demonstrate that at student level, all three aspects of dealing with mistakes affect students' individual achievement as well as motivation in English language class. At classroom level, none of the aspects affect student average achievement. Two aspects affect student average motivation at the classroom level, namely a) teacher attitude toward mistakes and c) students' shared perception of the usefulness of mistakes for learning. Our results show that students' individual and shared perception of dealing with mistakes affect students' motivational and cognitive learning outcomes in different ways. Furthermore, our findings underline the relevance of teachers' attitudes as well as students' perceptions concerning mistakes for student learning and motivation in English as a foreign language class.

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“…However, individuals learn more from failures than from successes, because failures provide clear signals for ineffectiveness and weaknesses, and stimulate the search for potential solutions or avenues for improvement (Sitkin, 1996). Zander et al (2014), for example, found that the constructive handling of errors has a positive effect on the success of learning processes, reduces the fear of making errors, and promotes a positive orientation towards learning from errors. Furthermore, actions that are perceived as erroneous at the time might lead to change and resilience in the future, which would not have been achieved by avoiding these errors (Amini & Mortazavi, 2013).…”

Section: What Is Error Management?mentioning

confidence: 99%

Disentangling Risk Management and Error Management in the Public Sector: A Theoretical Framework

Tangsgaard,

Fischer

2024

The American Review of Public Administration

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Public organizations have little tolerance when it comes to risks and errors. At the same time, environmental, technological, and demographic changes call for new ways of doing things to improve public sector performance. Achieving this may involve trial and error. Therefore, there is a need to effectively combine risk management and error management practices. However, the concepts tend to be intermingled and confused, which hinders public managers from deliberately exercising one or the other managerial behavior, or productively combining them. The purpose of this article is to theoretically disentangle risk management from error management. We argue that risk management is a prospective leadership behavior, while error management is a retrospective one. In our theoretical framework, we describe both concepts according to their temporal, behavioral, and normative characteristics. Testable propositions are developed regarding the theorized differences between the two concepts and their associated behaviors, and we discuss ways in which the two concepts can be applied in order to advance future research and, ultimately, improve the way public organizations respond to risks and errors.

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Constructive handling of mistakes in the classroom: The conjoint power of collaborative networks and self-efficacy beliefs

Cited by 15 publications

References 17 publications

Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate

Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate

The significance of dealing with mistakes for student achievement and motivation: results of doubly latent multilevel analyses

Disentangling Risk Management and Error Management in the Public Sector: A Theoretical Framework

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