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.

中文翻译：

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课堂中的错误处理：教师培养积极错误氛围的策略的实验研究

本研究调查了通过操纵教师的错误处理策略来培养积极的课堂气氛、成就情绪和对错误的适应性信念的可能性。通过课前实验设计，教师的错误处理策略在小学环境中的虚拟课程中被操纵。作为外部教师出现的实验者使用积极和支持性错误处理策略（实验条件）或中性错误处理策略（控制条件）进行课程。目的是通过比较两种情况来测试学生感知错误氛围、成就相关情绪和错误信念的差异。共有 108 名五年级小学生参与了这项研究。主要结果表明，与中性错误处理相比，使用支持他们从错误中学习的建设性和鼓励性策略（积极错误处理）来处理学生的错误，他们对处于信任和支持学习氛围中的看法有所增加。本研究代表了第一次实验性尝试，其中直接操纵与错误相关的教学策略来确定它们对小学生感知错误氛围的因果影响。