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Cited by 53EFL/ESL Teaching and LearningStudent Assessment and FeedbackEducation, Achievement, and Giftedness

The significance of dealing with mistakes for student achievement and motivation: results of doubly latent multilevel analyses

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Käfer, Julia, Kuger, Susanne, Klieme, Eckhard, Kunter, Mareike·2019·European Journal of Psychology of Education
DOI 10.1007/s10212-018-0408-7
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  • An error-friendly and, more generally, supportive classroom environment promotes students' emotions, motivations and learning processes.

    “this study also echoes all the research findings that underline the importance of establishing an error friendly environment (e.g., Käfer et al., 2019;Steuer et al., 2013;Spychiger et al., 2006) and, more generally, a supportive classroom environment to promote students' emotions, motivations, and learning process (e.g., Frenzel et al., 2007;Gasser et al., 2018;Wang et al., 2020).”

    From Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors (2022) · cites this paper as Käfer et al., 2019

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Research works printed but not linked: 54

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Cited by

Sorted by citations

Authors
Käfer, J., Kuger, S., Klieme, E., & Kunter, M.
Affiliations
  • DIPF | Leibniz Institute for Research and Information in Education (DE)
  • Deutsches Jugendinstitut (DE)
  • Goethe University Frankfurt (DE)
Corresponding author
Käfer, Julia
ORCID
Venue
European Journal of Psychology of Education
Publisher
Springer Science and Business Media LLC
Published
2018-12-04
Volume
34
Issue
4
Pages
731-753
ISSN
  • 0256-2928 (ISSN-L)
  • 1878-5174
DOI
10.1007/s10212-018-0408-7
OpenAlex
W2902378110
Cited by
53
References
5
Citations by year
2026: 9 · 2025: 12 · 2024: 7 · 2023: 9 · 2022: 8 · 2021: 4 · 2020: 4
FWCI
11.25
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • European Journal of Psychology of Education (publishedVersion)
  • Pedocs (German Institute for International Educational Research) (submittedVersion)
  • peDOCS
Funders
Bundesministerium für Bildung und Forschung (01LSA1501B)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords
academic performance, student motivation, English as a foreign language, constructivist learning, high school students, multilevel analysis

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