Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English
- Location
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Deutsche Nationalbibliothek Frankfurt am Main
- Extent
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Online-Ressource
- Language
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Englisch
- Bibliographic citation
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In: European Journal of Psychology of Education, 37, S. 355-373
- Event
-
Veröffentlichung
- (where)
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Augsburg
- (who)
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Universität Augsburg
- (when)
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2022
- Event
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Veröffentlichung
- (who)
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Springer Science and Business Media LLC
- (when)
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2022
- Creator
- DOI
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10.1007/s10212-020-00525-x
- URN
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urn:nbn:de:bvb:384-opus4-852592
- Rights
-
Der Zugriff auf das Objekt ist unbeschränkt möglich.
- Last update
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15.08.2025, 7:27 AM CEST
Data provider
This object is provided by:
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Deutsche Nationalbibliothek. If you have any questions about the object, please contact the data provider.
Associated
- Steuer, Gabriele
- Tulis, Maria
- Dresel, Markus
- Universität Augsburg
- Springer Science and Business Media LLC
Time of origin
- 2022
Other Objects (12)
Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English
Dealing with errors in mathematics classrooms: structure and relevance of perceived error climate
A longitudinal analysis of Dweck’s motivational-process-model in the classroom
Who learns from errors on a class test? Antecedents and profiles of adaptive reactions to errors in a failure situation
Studienerfolg und Studienabbruch: Gruppenspezifische Untersuchungen ihrer Bedingungen – Einführung in das Themenheft
Motivationsförderung im schulischen Kontext
Effects on and consequences of responses to errors: results from two experimental studies
Learning from errors: A model of individual processes
Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?
Profiles of emotional and motivational self-regulation following errors: associations with learning
Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements
Learning from errors in mathematics classrooms: development over 2 years in dependence of perceived error climate
Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English
Dealing with errors in mathematics classrooms: structure and relevance of perceived error climate
A longitudinal analysis of Dweck’s motivational-process-model in the classroom
Who learns from errors on a class test? Antecedents and profiles of adaptive reactions to errors in a failure situation
Studienerfolg und Studienabbruch: Gruppenspezifische Untersuchungen ihrer Bedingungen – Einführung in das Themenheft
Motivationsförderung im schulischen Kontext
Effects on and consequences of responses to errors: results from two experimental studies
Learning from errors: A model of individual processes
Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?
Profiles of emotional and motivational self-regulation following errors: associations with learning
Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements
Learning from errors in mathematics classrooms: development over 2 years in dependence of perceived error climate
Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English
Dealing with errors in mathematics classrooms: structure and relevance of perceived error climate
A longitudinal analysis of Dweck’s motivational-process-model in the classroom
Who learns from errors on a class test? Antecedents and profiles of adaptive reactions to errors in a failure situation
Studienerfolg und Studienabbruch: Gruppenspezifische Untersuchungen ihrer Bedingungen – Einführung in das Themenheft
Motivationsförderung im schulischen Kontext
Effects on and consequences of responses to errors: results from two experimental studies
Learning from errors: A model of individual processes
Friends’ influence on the development of academic values in mathematics: are there differences between female and male dyads?
Profiles of emotional and motivational self-regulation following errors: associations with learning
Identifying and dealing with student errors in the mathematics classroom: Cognitive and motivational requirements