A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in different school subjects and whether the same interrelations between the ways in which individuals deal with errors can be found in these different school subjects. In a study with 937 students from 48 classrooms from grades 5 to 7, in different secondary schools in Germany and Austria, we assessed the error climate and individual reactions following errors in mathematics, German, and English. Small mean differences between mathematics and the two language subjects were yielded. In addition, we found medium-sized correlations between the error climate measures in the three school subjects. However, the same pattern of interrelations between error climate and the way individuals deal with errors for all three school subjects could be shown. The results suggest that the perception of the error climate is rather similar in different school subjects. This has implications, for instance, for interventions that aim at fostering the error climate.

在学校环境中经常观察到的是，经常会错失从错误中学习的机会。但是，积极的错误氛围可能会支持从错误中学习。对于学校的数学学科，已经存在一些有关误差气候特征的发现。但是，仍需对不同学校科目之间的错误气氛进行比较。在本研究中，分析了不同学校科目的错误气氛是否不同，以及在这些不同学校科目中是否可以找到个体处理错误的方式之间的相同相互关系。在来自德国和奥地利不同中学的5年级至7年级的48个教室中的937名学生的研究中，我们评估了错误气候和因数学，德语和英语错误而引起的个人反应。数学和两个语言科目之间的平均差异很小。此外，我们发现了三门学校科目的错误气候测度之间的中等相关性。但是，可以显示出错误气氛与个人对所有三个学校科目的错误处理方式之间的相同关系。结果表明，在不同的学校科目中，对错误气氛的感知相当相似。例如，这对旨在助长错误环境的干预措施具有影响。可以显示出错误气氛与个人对所有三个学校科目的错误处理方式之间相互关系的相同模式。结果表明，在不同的学校科目中，对错误气氛的感知相当相似。例如，这对旨在助长错误环境的干预措施具有影响。可以显示出错误气氛与个人对所有三个学校科目的错误处理方式之间相互关系的相同模式。结果表明，在不同的学校科目中，对错误气氛的感知相当相似。例如，这对旨在助长错误环境的干预措施具有影响。