The significance of dealing with mistakes for student achievement and motivation: results of doubly latent multilevel analyses

Author:

Käfer JuliaORCID,Kuger Susanne,Klieme Eckhard,Kunter Mareike

Funder

Bundesministerium für Bildung und Forschung

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Reference73 articles.

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2. Ames, C., & Archer, J. (1988). Achievement Goals in the Classroom: Students’ Learning Strategies and Motivation Processes. Journal of Educational Psychology, 80(3), 260–267. https://doi.org/10.1037/0022-0663.80.3.260 .

3. Beck, B., Bundt, S., & Gomolka, J. (2008). Ziele und Anlage der DESI-Studie [Objectives and Layout of the DESI Study]. In DESI-Konsortium (Ed.), Unterricht und Kompetenzerwerb in Deutsch und Englisch: Ergebnisse der DESI-Studie (pp. 11–25). Beltz: Weinheim.

4. Billett, S. (2012). Errors and Learning from Errors at Work. In J. Bauer & C. Harteis (Eds.), Professional and Practice-based Learning: Vol. 6. Human Fallibility: The Ambiguity of Errors for Work and Learning (pp. 17–32). Dordrecht: Springer.

5. Black, P., & Wiliam, D. (2012). Assessment for Learning in the Classroom. In J. Gardner (Ed.), Assessment and Learning (pp. 11–32). London: SAGE Publications Ltd. https://doi.org/10.4135/9781446250808.n2.

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