Gabriele Steuer
Biographic Data
| ID | 2016098 |
|---|---|
| NAME | Gabriele Steuer |
| GIVEN NAMES | Gabriele |
| FAMILY NAME | Steuer |
| SIGNATURE | STEUER G |
| AFFILIATIONS | University of Augsburg |
| ORCID | 0000-0001-5525-6757 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Learning from errors and failure in educational contexts
Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate
BackgroundErrors 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' error reactions. A theoretically plausible facilitator to this end is the perceived error climate in t…
Error climate and alienation from teachers: A longitudinal analysis in primary school
BackgroundDealing 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 student-teacher relationships.AimsThe aim of this longitudinal study was to examine the relationship between …
Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English
A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in …
From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices
Competencies for successful self-regulated learning in higher education: Structural Model and Indications Drawn From Expert Interviews
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional…
Fehlerklima in der Klasse: Zum Umgang Mit Fehlern Im Mathematikunterricht
Fehlerklima in der Klasse: Zum Umgang mit Fehlern im Mathematikunterricht
Zum Zusammenhang von Geschlecht, kultureller Herkunft und sozialer Herkunft mit Lernen und Leistung im Kontext von Schule und Unterricht
Ungleich verteilte Chancen auf Bildungserfolg und Beteiligung an Bildungsangeboten sind in unserem Bildungssystem weit verbreitet und existieren – in unterschiedlichen Konstellationen – seit jeher (vgl. die anderen Beiträge im vorliegenden Band). Prominente, d.h. im öffentlichen Diskurs präsente Disparitäten betreffen u.a. (1) die gegenüber Jungen bzw. Männern durchschnittlich schlechteren Schulleistungen und geringeren Beteiligungen an Bildungsa…
From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices
Competencies for successful self-regulated learning in higher education: Structural Model and Indications Drawn From Expert Interviews
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional…
Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate
BackgroundErrors 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' error reactions. A theoretically plausible facilitator to this end is the perceived error climate in t…
Error climate and alienation from teachers: A longitudinal analysis in primary school
BackgroundDealing 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 student-teacher relationships.AimsThe aim of this longitudinal study was to examine the relationship between …
Zum Zusammenhang von Geschlecht, kultureller Herkunft und sozialer Herkunft mit Lernen und Leistung im Kontext von Schule und Unterricht
Ungleich verteilte Chancen auf Bildungserfolg und Beteiligung an Bildungsangeboten sind in unserem Bildungssystem weit verbreitet und existieren – in unterschiedlichen Konstellationen – seit jeher (vgl. die anderen Beiträge im vorliegenden Band). Prominente, d.h. im öffentlichen Diskurs präsente Disparitäten betreffen u.a. (1) die gegenüber Jungen bzw. Männern durchschnittlich schlechteren Schulleistungen und geringeren Beteiligungen an Bildungsa…
Fehlerklima in der Klasse: Zum Umgang Mit Fehlern Im Mathematikunterricht
Fehlerklima in der Klasse: Zum Umgang mit Fehlern im Mathematikunterricht
Competencies for successful self-regulated learning in higher education: Structural Model and Indications Drawn From Expert Interviews
A global characteristic of higher education is the opportunity and necessity for students to self-regulate their learning. In contrast to considerable research focusing on self-regulated learning (SRL) from a behavioural perspective, little is known concerning the underlying competencies which enable students to succeed in SRL. A structural model is proposed that differentiates SRL competencies in terms of descriptive, procedural, and conditional…
Is dealing with errors in the classroom specific for school subjects? A study of the error climate in mathematics, German, and English
A frequent observation in the school context is that opportunities to learn from errors are often missed. However, a positive error climate may support learning from errors. For the school subject of mathematics, some findings about characteristics of the error climate already exist. But, a comparison of the error climate between different school subjects is still pending. In the present study, it is analyzed whether the error climate differs in …
From teachers' personal achievement goals to students’ perceptions of classroom goal structures: Via student-oriented goals and specific instructional practices
Learning from errors and failure in educational contexts
Learning from errors in mathematics classrooms: Development over 2 years in dependence of perceived error climate
BackgroundErrors 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' error reactions. A theoretically plausible facilitator to this end is the perceived error climate in t…
Error climate and alienation from teachers: A longitudinal analysis in primary school
BackgroundDealing 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 student-teacher relationships.AimsThe aim of this longitudinal study was to examine the relationship between …
Mathematics education (5 works) · Psychology (5 works) · Developmental psychology (3 works) · Education, Achievement, and Giftedness (3 works) · Education Methods and Technologies (2 works) · Grit, Self-Efficacy, and Motivation (2 works) · Humanities (2 works) · Pedagogy (2 works) · Perception (2 works) · Philosophy (2 works)