View in EDS

Error Handling in the Classroom: An Experimental Study of Teachers' Strategies to Foster Positive Error Climate

Saved in:
Bibliographic Details
Title: Error Handling in the Classroom: An Experimental Study of Teachers' Strategies to Foster Positive Error Climate
Language: English
Authors: Soncini, Annalisa (ORCID 0000-0002-6604-0748), Matteucci, Maria Cristina (ORCID 0000-0002-8425-7393), Butera, Fabrizio (ORCID 0000-0002-8856-4374)
Source: European Journal of Psychology of Education. Sep 2021 36(3):719-738.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 20
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Classroom Environment, Error Patterns, Error Correction, Elementary School Teachers, Teacher Behavior, Elementary School Students, Student Attitudes, Achievement, Emotional Response, Feedback (Response), Teaching Methods
DOI: 10.1007/s10212-020-00494-1
ISSN: 0256-2928
Abstract: 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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1308780
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1308780
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Error Handling in the Classroom: An Experimental Study of Teachers' Strategies to Foster Positive Error Climate
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Soncini%2C+Annalisa%22">Soncini, Annalisa</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6604-0748">0000-0002-6604-0748</externalLink>)<br /><searchLink fieldCode="AR" term="%22Matteucci%2C+Maria+Cristina%22">Matteucci, Maria Cristina</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8425-7393">0000-0002-8425-7393</externalLink>)<br /><searchLink fieldCode="AR" term="%22Butera%2C+Fabrizio%22">Butera, Fabrizio</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8856-4374">0000-0002-8856-4374</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. Sep 2021 36(3):719-738.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2021
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Patterns%22">Error Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Error+Correction%22">Error Correction</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement%22">Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s10212-020-00494-1
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0256-2928
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2021
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1308780
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1308780
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10212-020-00494-1
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 719
    Subjects:
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Error Patterns
        Type: general
      – SubjectFull: Error Correction
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Achievement
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
    Titles:
      – TitleFull: Error Handling in the Classroom: An Experimental Study of Teachers' Strategies to Foster Positive Error Climate
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Soncini, Annalisa
      – PersonEntity:
          Name:
            NameFull: Matteucci, Maria Cristina
      – PersonEntity:
          Name:
            NameFull: Butera, Fabrizio
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 09
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 0256-2928
          Numbering:
            – Type: volume
              Value: 36
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: European Journal of Psychology of Education
              Type: main
ResultId 1