Ausprägung und Entwicklung adaptiver Reaktionen auf Fehler in der Sekundarstufe.

Students react differently to errors in the context of school learning. This paper focuses on adaptive error reactions and their development and analyzes individual (academic self-concept, learning goal orientation) and contextual (classroom learning goal structure) determinants. Data of a longitudinal study with three measurement points over three years with 1239 students from 70 different classes from grade 5 to 8 were analysed. The results revealed that a positive academic self-concept, strong learning goals, and a mastery classroom goal structure were positively associated with the adaptivity of students' reactions to errors. The average decrease in the adaptivity of error reactions during the time on secondary school was stronger pronounced when the academic self-concept, learning goals, and classroom goal structure also changed negatively. Additionally, girls showed less adaptive reactions on the affective-motivational level, but more adaptive reactions on the level of learning actions than boys. [ABSTRACT FROM AUTHOR]