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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 preventdoi:10.34944/dspace/2660 fatcat:3loqaaunwjhzppjmffmzppaxwi