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ERIC Number: EJ1108798
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISSN: EISSN-2295-3159
Learning from Errors: A Model of Individual Processes
Tulis, Maria; Steuer, Gabriele; Dresel, Markus
Frontline Learning Research, v4 n2 p12-26 2016
Errors bear the potential to improve knowledge acquisition, provided that learners are able to deal with them in an adaptive and reflexive manner. However, learners experience a host of different--often impeding or maladaptive--emotional and motivational states in the face of academic errors. Research has made few attempts to develop a theory that focuses on learning from errors (with the exceptions of the theory of impasse-driven learning and the theory of negative knowledge) and, in particular, a theoretical framework that focuses on antecedent motivational processes. By integrating theories of self-regulated learning, volition, attributions, and appraisals, we propose a model that highlights individual processes that are characteristic of this specific learning phenomenon. More precisely, our theoretical framework aims to explain how emotional, motivational and self-regulatory processes--influenced by personal and contextual conditions--interact in order to facilitate or impede adaptive dealing with errors and appropriate metacognitions and cognitive activities. Our objective is to provide a framework that allows for the systematic integration of various aspects that have been targeted in previous research and to guide and stimulate future research on learning from errors. As a first evidence for validation, we summarise research findings that address specific parts of the proposed model.
European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A