Anotace:
Errors can support learning processes when students react to errors on an affectivemotivational adaptive and action-adaptive level. Empirical findings indicate that these adaptive reactions to errors are influenced, among others, by the error climate in the classroom as an overarching factor of different dimensions. There is further evidence that there are gender differences in student reactions to errors and that these are differently associated with the dimensions of the error climate. Less is known about the interaction between these variables and whether there are gender-specific differences in adaptive reactions to errors, specifically in primary schools. The aim of the study was to replicate findings on the relevance of error climate as an overarching factor and its dimensions for adaptive reactions to errors in primary school children. The study also investigated gender differences in student perceptions of the error climate, which may explain gender differences in students' adaptive reactions to errors. The sample encompassed third and fourth graders (N=675). Analyses at both the individual and class levels replicated findings from the secondary level for the primary level and revealed further gender-specific differences in student learning from errors that were associated with gender differences in primary school children’s perception of the error climate.