Versuch macht kluch g?!

Kreutzmann, Madeleine; Zander, Lysann; Hannover, Bettina

doi:10.1026/0049-8637/a000103

Cited by 19 publications

(14 citation statements)

References 26 publications

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“…Four of the eight studies were conducted in the USA, one in Germany, one in Greece, and two in the UK. Two studies specifically reported on urban settings (Hargreaves & Affouneh, 2017; Kreutzmann et al, 2014) and one in which the majority of participants were from suburban settings (Kowalski & Froiland, 2020). All studies were conducted in mainstream primary/elementary schools, with three studies making specific reference to school type: private (LaBillois & Lagacé‐Séguin, 2007), public (Poulou et al, 2021), and state (Hargreaves & Affouneh, 2017).…”

Section: Resultsmentioning

confidence: 99%

“…Year groups recruited from schools ranged from Reception/Kindergarten to Year/Grade 6. One study (Kreutzmann et al, 2014) included older children up to 13 years old, but as the mean age reported was 10.79 years, it was still eligible to be included in our study. For those studies that reported on gender (Hughes & Coplan, 2018; Kowalski & Froiland, 2020; Kreutzmann et al, 2014; LaBillois & Lagacé‐Séguin, 2007), the male/female split was relatively even in all cases bar one (LaBillois & Lagacé‐Séguin, 2007) where 21 boys and 12 girls were included in the study.…”

Section: Resultsmentioning

confidence: 99%

“…Kowalski and Froiland (2020) explored parent perceptions of teachers' use of extrinsic rewards and punishments and its impact on their children. Kreutzmann et al (2014) investigated how teachers' responses to errors (that is, how ‘friendly’ they are towards mistakes at the class level) can affect children's self‐efficacy, fear of making mistakes, enjoyment of learning and their engagement. LaBillois and Lagacé‐Séguin (2007) aimed to identify whether different teaching styles predicted parent‐reported anxiety levels in children.…”

Section: Resultsmentioning

confidence: 99%

“…Quantitative studies used published questionnaires relating to child anxiety/internalising symptoms or behaviours. Zimmerman (1970) used the School Anxiety Questionnaire to assess state anxiety in contexts relating specifically to test, report card and performance anxiety, Kreutzmann et al (2014) used a questionnaire on mistake culture to assess students' fear responses, Hughes and Coplan (2018) used selected items from the Teacher Report Form (TRF) relating to social anxiety/withdrawal, and three studies used broader measures of internalising/emotional symptoms, namely the Child Behaviour Checklist (CBCL) (LaBillois & Lagacé‐Séguin, 2007), the Social Competence and Behaviour Evaluation (Poulou et al, 2021) and the Strengths and Difficulties Questionnaire (Ford et al, 2019). The two qualitative studies used bespoke measures including an open‐ended online survey, drawing, and sentence‐completion exercises and interviews.…”

Section: Resultsmentioning

confidence: 99%

“…Quantitative studies examining the association between children's anxiety outcomes and classroom climate (Hughes & Coplan, 2018) or teaching styles/behaviours (Kreutzmann et al, 2014; LaBillois & Lagacé‐Séguin, 2007) reported small effects, with the exception of one low quality study that reported large effects for the negative association between teacher use of reinforcement and praise, and student school anxiety levels (Zimmerman, 1970). Kreutzmann et al (2014) found a positive association between the ‘mistake friendliness’ of the teacher and reductions in children's fear, although this ‘mistake friendliness’ was more likely to result in children viewing mistakes more positively rather than wholly removing fears about making them.…”

Section: Resultsmentioning

confidence: 99%

See 4 more Smart Citations

The relationship between teachers' day‐to‐day classroom management practices and anxiety in primary school children: A systematic review

Manley

Reardon

et al. 2023

Review of Education

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Anxiety problems are common in children and can have profound adverse effects on personal, social and academic life. Almost 40% of anxiety disorders emerge before age 14, making primary schools invaluable settings for prevention and early support of child anxiety. Research indicates that school-based interventions can be costly and difficult to schedule, school staff lack confidence to deliver them effectively, and outcomes are mixed. One solution may be for school staff to adapt and enhance their day-to-day practices to better support children with anxiety. This systematic review aims to summarise what is known about the relationship between teachers' classroom management and anxiety in primary school-aged children. We searched ASSIA, British Education Index, Education Abstracts, Embase, ERIC, MEDLINE, PsycINFO and Scopus in December 2020 and June 2022, using a predefined strategy. We included studies of any design, published in peer-reviewed journals at any time, in any language, reporting associations between day-to-day classroom management strategies/methods and anxiety/internalising outcomes in children aged 4-11 years, taught in mainstream primary schools. Studies were assessed for quality/ risk of bias. We identified eight studies (six quantitative, two qualitative) including 4505 children. We found some evidence that authoritarian, controlling

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 3 more Smart Citations

The relationship between teachers' day‐to‐day classroom management practices and anxiety in primary school children: A systematic review

Manley

Reardon

et al. 2023

Review of Education

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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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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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Versuch macht kluch g?!

Cited by 19 publications

References 26 publications

The relationship between teachers' day‐to‐day classroom management practices and anxiety in primary school children: A systematic review

The relationship between teachers' day‐to‐day classroom management practices and anxiety in primary school children: A systematic review

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

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

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