Learning from errors and failure in educational contexts
New insights and future directions for research and practice
Datos Bibliográficos
| ID | 5263111 |
|---|---|
| Autores | Susanne Narci (0000-0002-4280-6534, Psychology of Learning and Instruction Technische Universität Dresden Germany, autor de correspondencia), Ecenaz Alemdag (0000-0003-2645-4732, Psychology of Learning and Instruction Technische Universität Dresden Germany) |
| Año | 2025 |
| Volumen | 95 |
| Número | 1 |
| Páginas | 197-218 |
| Fecha de publicación | 2025-03-01 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | British Journal of Educational Psychology (JOURNAL) |
| Identificadores de la revista | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Editorial | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12716 |
| PMID | 39317664 |
| OpenAlex | W4402847478 |
| Idioma | EN |
| Citas recibidas | 8 |
| Referencias citadas | 105 |
Background and AimsAlthough errors and failures are indispensable parts of the learning process, the current theoretical models and empirical research remain inadequate to provide a comprehensive perspective for learning from errors, considering the roles of different agents, settings, and support mechanisms. Addressing these gaps in the literature, this special issue collects 11 research papers related to learning from errors and failure in educational contexts. In this commentary, we synthesize the findings of these papers with previous work, address conceptual and methodological challenges based on these papers and their implications, and provide suggestions to enhance educational practices.ResultsThe special issue papers varying in regard to research design, subject domain, participants, and learning setting presented findings about four main themes: (1) contextual factors (e.g. organization and error climate) as an enabler and barrier, (2) individual factors (e.g. motivational beliefs and emotions) in learners' processing of errors, (3) error- or failure-related learning processes, and (4) instructional strategies (e.g. feedback and prompts) to support learning from errors. Critical evaluation of these papers also revealed conceptual (e.g. error vs. failure) and methodological (e.g. generic vs. error-specific measures and instruments) challenges, which also paved the way for directions for future research.ConclusionOverall, 11 papers in this special issue provide significant empirical evidence about learning from errors and failure in educational contexts. Synthesizing the findings of both these papers and prior research, we also present suggestions to construct an educational environment conducive to learning from errors
Cognitive psychology · Cognitive science · Developmental psychology · Mathematics education · Educational Strategies and Epistemologies · Intelligent Tutoring Systems and Adaptive Learning · Memory Processes and Influences · Psychology
Balanced Test Reflections
Escaping the anxious classroom
Supportive teachers, active students
Error-based learning in health professions education
Turning struggles into strengths
Beyond performance
Learning from errors and failure in educational contexts
The Impact of Positive Versus Negative Exemplar‐Based Instructions on a Creative Writing Task
The Cambridge Handbook of Cognition and Education
Handbook of Motivation at School
Handbook of Research on Educational Communications and Technology
Human Error
Self-Determination Theory
Dialogue within peer feedback processes
Categorization of action slips.
Productive Failure in Learning Math
Parents’ Views of Failure Predict Children’s Fixed and Growth Intelligence Mind-Sets
The use of scoring rubrics for formative assessment purposes revisited
Learning from Errors
Parent styles associated with children's self-regulation and competence in school.
The theory of planned behavior
The Control-Value Theory of Achievement Emotions
The Effect of Error Analysis-Based Learning on Proportional Reasoning Ability of Seventh-Grade Students
Why and When Beliefs Change
Teacher feedback literacy and its interplay with student feedback literacy
Unraveling the benefits of experiencing errors during learning
Design and development of an online formative peer assessment environment with instructional scaffolds
Supporting student learning from diagnosing erroneous examples when contrasting them with worked examples in the physics classroom
Automated detection of emotional and cognitive engagement in Mooc discussions to predict learning achievement
Effectiveness of online regulation scaffolds on peer feedback provision and uptake
Deliberate errors promote meaningful learning
Do reflection prompts promote children's conflict monitoring and revision of misconceptions
The effects of internal feedback and self-compassion on the perception of negative feedback and post-feedback learning behavior
Synchronous discussion between assessors and assessees in web-based peer assessment
Does peer assessment promote student learning? A meta-analysis
Proactive receiver roles in peer feedback dialogue
The role of anonymity in peer assessment
A dialogic technology-mediated model of feedback uptake and literacy
Making internal feedback explicit
The development of student feedback literacy
Effects on and consequences of responses to errors
A three-dimensional taxonomy of achievement emotions
Surprised-curious-confused
Contrasting stances at the crossroads of debugging learning opportunities
Supportive error feedback fosters students' adaptive reactions towards errors
Learning from errors in mathematics classrooms
Identifying and shifting educators' failure pedagogical mindsets through reflective practices
Emotion regulation styles and the tendency to learn from academic failures
How mothers talk to their children about failure, mistakes and setbacks is related to their children's fear of failure
Error climate and alienation from teachers
The role of momentary emotions in promoting error learning orientation among lower secondary school students
She is failing; he is learning
Learning from errors and failure in educational contexts
Learning from errors versus explicit instruction in preparation for a test that counts
| Obras citantes distintas | 8 |
|---|---|
| Citas por año | 8 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 8 |