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Janet Metcalfe; Judy Xu; Matti Vuorre; Robert Siegler; Dylan Wiliam; Robert A. Bjork – British Journal of Educational Psychology, 2025
Background: Although the generation of errors has been thought, traditionally, to impair learning, recent studies indicate that, under particular feedback conditions, the commission of errors may have a beneficial effect. Aims: This study investigates the teaching strategies that facilitate learning from errors. Materials and Methods: This 2-year…
Descriptors: Error Patterns, Error Correction, Direct Instruction, Test Preparation
Silvia Di Battista – British Journal of Educational Psychology, 2025
Background: According to gender-differentiated attributions of failure in the STEM field, errors tend to be attributed to internal factors more to girls than to boys. Aims: This experimental study explored factors influencing gender-differentiated teachers' internal attributions of girls' and boys' errors and the consequent likelihood of teachers'…
Descriptors: Gender Differences, Failure, Attribution Theory, STEM Education
Maria Tulis; Markus Dresel – British Journal of Educational Psychology, 2025
Background: Interest in the potential of learning from errors to benefit innovation and organizational and personal growth is currently increasing. In practice, individuals frequently do not appear to learn spontaneously from errors and setbacks without support. Based on prior work, this paper considers antecedents and consequences of adaptive…
Descriptors: Undergraduate Students, Student Attitudes, Beliefs, Student Motivation
Rahel Schmid; Robbert Smit; Nicolas Robin; Alexander Strahl – British Journal of Educational Psychology, 2025
Background: Students make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities. Aims: This study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of…
Descriptors: Psychological Patterns, Emotional Response, Learning Processes, Error Patterns
David DeLiema; Ashley Hufnagle; Miguel Ovies-Bocanegra – British Journal of Educational Psychology, 2025
Background: Moments of failure during learning present a wide range of opportunities for growth. However, experimental research and meta reviews focused on failure and learning tend to target singular valued learning processes, such as efficient fixes or transfer of conceptual understanding. These analytical decisions conflict with research…
Descriptors: Middle School Students, Nonprofit Organizations, Summer Programs, Workshops
Elizabeth R. Peterson; Tanvi Sharma; Amy Bird; Annette M. E. Henderson; Varun Ramgopal; Elaine Reese; Susan M. B. Morton – British Journal of Educational Psychology, 2025
Background: Many people fear failure and making mistakes. This fear can be transmitted from parents to children, suggesting that parental communication regarding failures and setbacks may play a critical role in shaping a child's perception of mistakes. Aims: In this study, we investigated how everyday parent-child conversations about setbacks…
Descriptors: Mothers, Communication (Thought Transfer), Dialogs (Language), Children
Annalisa Soncini; Maria Cristina Matteucci; Carlo Tomasetto; Fabrizio Butera – British Journal of Educational Psychology, 2025
Background: Although it is well established that students' adaptive reactions towards errors promote learning outcomes, little is still known about the role of error feedback in promoting these reactions. Aim: Through a targeted intervention based on an online teaching unit, this study aimed at testing whether supportive error feedback promotes…
Descriptors: Error Patterns, Feedback (Response), Student Reaction, Intervention
Yonatan Sharabi; Guy Roth – British Journal of Educational Psychology, 2025
Background: Research on learners' reactions to failure finds negative emotions may present an obstacle for learning; a painful experience of failure may result in disengagement and avoidance. However, research on styles of emotion regulation and learning from failure is scarce. Self-determination theory's (SDT) conception of adaptive and…
Descriptors: Student Reaction, Emotional Response, Academic Failure, Learning Processes
Gabriele Steuer; Alyssa L. Grecu; Julia Mori – British Journal of Educational Psychology, 2025
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…
Descriptors: Error Patterns, Educational Environment, Teacher Student Relationship, Alienation
Amber Simpson; Alice Anderson; Megan Goeke; Dara Caruana; Adam V. Maltese – British Journal of Educational Psychology, 2025
Background: In this paper, we add to the scant literature base on learning from failures with a particular focus on understanding educators' shifting mindset in making-centred learning environments. Aims: The aim of Study 1 was to explore educators' beliefs about failure for learning and instructional practices within their local making-centred…
Descriptors: Reflective Teaching, Failure, Teacher Attitudes, Beliefs
Markus Dresel; Martin Daumiller; Jana Spear; Stefan Janke; Oliver Dickhäuser; Gabriele Steuer – British Journal of Educational Psychology, 2025
Background: Errors can provide informative feedback and exhibit a high potential for learning gains. Affective-motivational and action-related reactions to errors are two forms of error adaptivity that have been shown to enhance learning outcomes from errors. However, little is known regarding the development and contextual conditions of students'…
Descriptors: Secondary School Students, Error Patterns, Student Reaction, Mathematics Education
Emma J. Carpendale; Melissa J. Green; Sonia L. J. White; Kate E. Williams; Stacy Tzoumakis; Oliver J. Watkeys; Felicity Harris; Kirstie O'Hare; Vaughan J. Carr; Kristin R. Laurens – British Journal of Educational Psychology, 2025
Background: The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period. Aim:…
Descriptors: Foreign Countries, Social Development, Emotional Development, Interpersonal Competence
Elisa Santana-Monagas; Fernando Núñez-Regueiro; Juan L. Núñez – British Journal of Educational Psychology, 2025
Background: While it's clear that autonomous motivation significantly boosts academic success, there are conflicting findings regarding the opposite relation. Besides, the reciprocal relations among controlled motivation and achievement present mixed results. Adequately distinguishing between variations among individuals and within individuals…
Descriptors: High School Students, Student Motivation, Mathematics Achievement, Personal Autonomy
Silke Paulmann; Netta Weinstein – British Journal of Educational Psychology, 2025
Background: Effective classroom communication is key to shaping the learning environment and inspiring student engagement. And, it's not just what is said, but how it's said, that influences students. Yet, few (current or future) teachers receive education on vocal pedagogy. Aims: This study examined the impact of raising vocal awareness in…
Descriptors: Teacher Characteristics, Speech Communication, Intonation, Training
Tieme W. P. Janssen; Nienke van Atteveldt – British Journal of Educational Psychology, 2025
Background: Although past research demonstrated growth mindset interventions to improve school outcomes, effects were small. This may be due to the "theoretical" nature of psychosocial techniques (e.g., reading about brain plasticity), which may not be optimally convincing for students. Aims: To address this issue and improve…
Descriptors: Self Efficacy, Beliefs, Intervention, Student Attitudes