Errors are an integral part of the learning process and an opportunity to increase skills and knowledge, but they are often discouraged, sanctioned and derided in the classroom. This study tests whether students’ perceptions of being part of an error-friendly classroom context (i.e., a positive classroom error climate) is positively related to students’ learning outcomes via students’ adaptive reactions towards errors. A total of 563 Italian middle school students from 32 mathematics classes completed a questionnaire on their perceptions of classroom error climate and their reactions towards errors. Students’ math grades were used as indicators of their level of learning outcomes. A multilevel model showed that perceived classroom error climate was positively related to math grades via increased adaptive reactions towards errors. Our findings revealed that an error-friendly classroom context is associated with students’ adaptive adjustment to errors and to better learning outcomes in mathematics

Annalisa Soncini, E.P.V. (2022). Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors. LEARNING AND INSTRUCTION, 80(August), 1-9 [10.1016/j.learninstruc.2022.101627].

Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors

Annalisa Soncini
;
Maria Cristina Matteucci;Carlo Tomasetto;
2022

Abstract

Errors are an integral part of the learning process and an opportunity to increase skills and knowledge, but they are often discouraged, sanctioned and derided in the classroom. This study tests whether students’ perceptions of being part of an error-friendly classroom context (i.e., a positive classroom error climate) is positively related to students’ learning outcomes via students’ adaptive reactions towards errors. A total of 563 Italian middle school students from 32 mathematics classes completed a questionnaire on their perceptions of classroom error climate and their reactions towards errors. Students’ math grades were used as indicators of their level of learning outcomes. A multilevel model showed that perceived classroom error climate was positively related to math grades via increased adaptive reactions towards errors. Our findings revealed that an error-friendly classroom context is associated with students’ adaptive adjustment to errors and to better learning outcomes in mathematics
2022
Annalisa Soncini, E.P.V. (2022). Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors. LEARNING AND INSTRUCTION, 80(August), 1-9 [10.1016/j.learninstruc.2022.101627].
Annalisa Soncini, Emilio Paolo Visintin, Maria Cristina Matteucci, Carlo Tomasetto, Fabrizio Butera
File in questo prodotto:
File Dimensione Formato  
MATTEUCCI Positive error climate promotes AM.pdf

Open Access dal 10/05/2024

Descrizione: Green OA con AM
Tipo: Postprint
Licenza: Licenza per Accesso Aperto. Creative Commons Attribuzione - Non commerciale - Non opere derivate (CCBYNCND)
Dimensione 456.1 kB
Formato Adobe PDF
456.1 kB Adobe PDF Visualizza/Apri

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/916902
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 11
  • ???jsp.display-item.citation.isi??? 13
social impact