{"title":"Error climate and alienation from teachers: A longitudinal analysis in primary school.","authors":"Gabriele Steuer, Alyssa L Grecu, Julia Mori","doi":"10.1111/bjep.12659","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Dealing with errors in the classroom is a crucial aspect of instructional quality and has multiple consequences for students' own dealing with errors, their learning and their achievement. The available literature on error climate indicates a paucity of research on the effects of perceived error climate on social aspects such as student-teacher relationships.</p><p><strong>Aims: </strong>The aim of this longitudinal study was to examine the relationship between error climate and alienation from teachers.</p><p><strong>Samples: </strong>We conducted a study with two measurement points in primary school (Grade 5 in 2017 and Grade 6 in 2018) and two samples (N = 406 students in 29 classes in Switzerland and N = 345 students in 39 classes in Luxembourg).</p><p><strong>Methods: </strong>For scrutinizing the effect of error climate at T1 on alienation from teachers at T2, we used hierarchical linear modelling (students nested within classrooms).</p><p><strong>Results: </strong>For both samples, the results indicated that a positive error climate at T1 predicted less alienation from teachers at T2. We also found an effect of the shared error climate on alienation from teachers.</p><p><strong>Conclusions: </strong>The findings provide empirical evidence of the importance of improving how errors are handled in the classroom to prevent students' alienation from their teachers.</p>","PeriodicalId":51367,"journal":{"name":"British Journal of Educational Psychology","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"British Journal of Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/bjep.12659","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 0
Abstract
Background: Dealing with errors in the classroom is a crucial aspect of instructional quality and has multiple consequences for students' own dealing with errors, their learning and their achievement. The available literature on error climate indicates a paucity of research on the effects of perceived error climate on social aspects such as student-teacher relationships.
Aims: The aim of this longitudinal study was to examine the relationship between error climate and alienation from teachers.
Samples: We conducted a study with two measurement points in primary school (Grade 5 in 2017 and Grade 6 in 2018) and two samples (N = 406 students in 29 classes in Switzerland and N = 345 students in 39 classes in Luxembourg).
Methods: For scrutinizing the effect of error climate at T1 on alienation from teachers at T2, we used hierarchical linear modelling (students nested within classrooms).
Results: For both samples, the results indicated that a positive error climate at T1 predicted less alienation from teachers at T2. We also found an effect of the shared error climate on alienation from teachers.
Conclusions: The findings provide empirical evidence of the importance of improving how errors are handled in the classroom to prevent students' alienation from their teachers.
期刊介绍:
The British Journal of Educational Psychology publishes original psychological research pertaining to education across all ages and educational levels including: - cognition - learning - motivation - literacy - numeracy and language - behaviour - social-emotional development - developmental difficulties linked to educational psychology or the psychology of education