Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate

• A conceptualization of perceived error climate in the classroom is proposed.
• This includes eight subdimensions and one superordinate uniform factor.
• A newly developed student questionnaire for its assessment is presented.
• Perceived error climate affected students’ reactions to errors and effort.
• These effects occurred above and beyond perceived classroom goal structures.

Errors are often perceived by students as self-threatening and not as learning opportunities. The present work focuses on contextual influences on reactions to errors and learning processes. Based on prior research, a conceptualization of perceived error climate in the classroom with eight subdimensions and one superordinate uniform factor is proposed and a newly developed student questionnaire for its assessment is presented. Results of a study with N = 1116 students from 56 mathematics classrooms in German secondary schools indicated the validity of the error climate conceptualization and the suitability of the questionnaire. Moreover, the results showed that perceived error climate in the classroom predicted the adaptivity of students’ individual reactions to errors above and beyond perceived classroom goal structures and personal achievement motivation (academic self-concept, mastery goal orientation). In addition, the study provided evidence that perceived error climate affects – partially mediated through students’ individual reactions to errors – the quantity and self-regulation of students’ effort.