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

From a constructivist perspective on learning, mistakes are seen as natural elements of learning processes. A supportive and constructive way of dealing with student mistakes has shown to affect students’ individual motivation and learning performances in a favorable way. In classroom settings, however, making mistakes is not just a personal but also a social event. Dealing with mistakes should therefore be considered as both student-level and...