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Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate

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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.

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Data availability

The data that support the findings of this study are available from the corresponding author, Annalisa Soncini, upon reasonable request.

Notes

  1. For the linear mixed model effect size computation, see Westfall et al. (2014).

  2. For the Mann-Whitney test effect size computation, see Fritz et al. (2012).

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Acknowledgements

We thank all the school principals, teachers, pupils, and families who accepted to be involved in the research project.

Author information

Authors and Affiliations

  1. Department of Psychology, University of Bologna, via Filippo Re, 10, 40126, Bologna, Italy

    Annalisa Soncini & Maria Cristina Matteucci

  2. Institute of Psychology, University of Lausanne, Quartier UNIL-Mouline, Bâtiment Géopolis, CH-1015, Lausanne, Switzerland

    Fabrizio Butera

Authors
  1. Annalisa Soncini
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  2. Maria Cristina Matteucci
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  3. Fabrizio Butera
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Contributions

All authors contributed to the study conception and design. Material preparation and analysis were performed by Annalisa Soncini, Maria Cristina Matteucci, and Fabrizio Butera. Data collection was performed by Annalisa Soncini. The first draft of the manuscript was written by Annalisa Soncini and Maria Cristina Matteucci and revised by Fabrizio Butera. All authors commented on previous versions of the manuscript. All authors read and approved the final manuscript.

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Correspondence to Annalisa Soncini.

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Additional information

Annalisa Soncini. Department of Psychology, University of Bologna, via Filippo Re, 10, 40126, Bologna (BO), Italy. Email: annalisa.soncini2@unibo.it.

Current themes of research:

Assessment in education. Errors handling. Error climate.

Most relevant publication in the field of Psychology of Education:

Matteucci, M. C., Soncini, A., & Ciani, A. (2019). From failure to success: The potential beneficial role of error. In A. M. Columbus (Ed.), Advances in Psychology Research (pp. 112–136). New York: Nova Science Publisher Inc.

Maria Cristina Matteucci. Department of Psychology, University of Bologna, via Filippo Re, 10, 40126, Bologna (BO), Italy. Email: mariacristina.matteucci@unibo.it

Current themes of research:

Teachers’ beliefs and attitudes. Students’ quality of life and psychological well-being. Casual attribution and responsibility ascription in educational contexts. School psychology.

Most relevant publications in the field of Psychology of Education:

Matteucci, M. C., Scalone, L., Tomasetto, C., Cavrini, G., Selleri, P. (2019). Health-related Quality of life and psychological wellbeing of children with Specific Learning Disorders and their mothers. Research in Developmental Disabilities, 87, 43–53.

Matteucci, M.C & Farrell, P.T. (2018). School Psychologists in the Italian Education System. A Mixed-Methods Study of a district in Northern Italy. International Journal of School & Educational Psychology. doi: https://doi.org/10.1080/21683603.2018.1443858

Matteucci, M.C. & Helker, K. (2018). Who is responsible for educational outcomes? Responsibility ascriptions for educational outcomes in a sample of Italian teachers, parents, and students. Learning and Individual Differences, 61, 239–249. doi: https://doi.org/10.1016/j.lindif.2017.12.009

Matteucci, M.C. (2017). Attributional Retraining and Achievement Goals: An Exploratory Study on Theoretical and Empirical Relationship Reconversion Attributionnelle et Buts D’accomplissement: Une Contribution Exploratoire des Connexions Theoriques et Empiriques. European Review of Applied Psychology / Revue Européenne de Psychologie Appliquée, 67(5), 279–289. doi: https://doi.org/10.1016/j.erap.2017.08.004

Matteucci, M.C, Guglielmi, D., & Lauermann, F. (2017). Teachers’ Sense of Responsibility for Educational Outcomes and Its Associations with Teachers’ Instructional Approaches and Professional Wellbeing. Social Psychology of Education, 20(2), 275–298. doi: https://doi.org/10.1007/s11218-017-9369-y

Fabrizio Butera. Institute of Psychology, University of Lausanne, Quartier UNIL-Mouline, Bâtiment Géopolis, CH-1015 Lausanne, Switzerland. Email: fabrizio.butera@unil.ch

Current themes of research:

Group processes. Motivation and goal setting. Socio-cognitive regulation. Assessment in education and school selection. Cooperative learning.

Most relevant publications in the field of Psychology of Education:

Autin, F., Batruch, A., & Butera, F. (2019). The function of selection of assessment leads evaluators to artificially create the social class achievement gap. Journal of Educational Psychology, 111, 717–735. doi: https://doi.org/10.1037/edu0000307

Pulfrey, C., & Butera, F. (2018). The good cheat. In-group benevolence and the justification of collective cheating. Journal of Educational Psychology, 110, 764–784.

Hayek, A.S., Toma, C., Guidotti, S., Oberlé, D., & Butera, F. (2017). Grades degrade group coordination: deteriorated interactions and performance in a cooperative motor task. European Journal of Psychology of Education, 32, 97–112. doi: https://doi.org/10.1007/s10212-016-0286-9

Sommet, N., Pillaud, V., Meuleman, B., & Butera, F. (2017). The socialization of performance goals. Contemporary Educational Psychology, 49, 337–354. doi: https://doi.org/10.1016/j.cedpsych.2017.03.008

Sommet, N., Darnon, C., & Butera, F. (2015). To confirm or to conform? Performance goals as a regulator of conflict with more competent others. Journal of Educational Psychology, 107, 580–598. doi: https://doi.org/10.1037/a0037240

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Soncini, A., Matteucci, M.C. & Butera, F. Error handling in the classroom: an experimental study of teachers’ strategies to foster positive error climate. Eur J Psychol Educ 36, 719–738 (2021). https://doi.org/10.1007/s10212-020-00494-1

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