(:Unkn) Unknown, University, My, Annemarie H. Hindman, Avi Kaplan
Extensive research in the achievement motivation literature has demonstrated that students' experiences with academic errors can shape their motivation and achievement in adaptive or maladaptive ways. Since academic errors are predominantly identified and addressed by teachers, teacher responses to students' academic errors play a pivotal role in shaping student interpretations of errors. To guide teachers toward productive use of errors for instruction and adaptive motivation and prevent
more » ... ptive motivational trajectories for students, we must first understand the nature of students' errors and how teachers' respond to them early on in students' schooling. To this end, the current study examines academic errors and teacher responses to them in the preschool classroom. Thirty teachers were observed during whole group book-readings, which were transcribed and coded both inductively and deductively. Findings indicated children's errors most often arose because of deviations from behavioral norms or teachers' content expectations. Teachers responded to children's errors most often by correcting students' errors and providing information or asking closed follow up questions. The findings from this study are important to consider for researchers, teachers, parents, and teacher preparation and in-service professional development programs.
doi:10.34944/dspace/2660 fatcat:3loqaaunwjhzppjmffmzppaxwi