Error Climate and Gender as Influencing Factors on Error Reactions in Primary School Children (Poster 37)

• In Event: AERA Poster Session Friday 8:00 a.m.
  In Poster Session: Feedback, Teacher Support, and Instructional Approaches

Abstract

Errors support learning when students react affective-motivationally adaptive and action-adaptive. Empirical evidence indicate that these adaptive reactions are influenced by the classroom's error climate—an overarching factor of different dimensions. Preliminary findings suggest gender differences in students' reactions to errors and their interaction to the error climate dimensions, but little is known about these interactions in primary schools.
The study aimed to replicate findings on the relevance of the error climate (dimensions) for adaptive reactions to errors among primary school children and examined gender differences in students' perceptions of the error climate. The sample included 675 third and fourth graders. Analyzes at individual and class levels confirmed previous findings for primary education and revealed gender-specific differences in learning from errors.

Authors

• Jana Spear, University of Augsburg

• Carolin Burmeister, Pädagogische Hochschule Weingarten

• Robert Grassinger, Pädagogische Hochschule Weingarten

• Markus Dresel, University of Augsburg