Sbagliando si impara? Quasi sempre! Fattori psicologici e sociali che influenzano l’apprendimento dall’errore

Scritto da Annalisa Soncini

https://doi.org/10.1016/j.linged.2004.12.002

Soncini, A., Matteucci, M. C., & Butera, F. (2020). Error handling in the classroom: An experimental study of teachers' strategies to foster positive error climate. European Journal of Psychology of Education, 1–20, 719–738. https://doi.org/10.1007/s10212-020-00494-1

Soncini, A., Matteucci, M. C., & Butera, F. (2023). Errors: Springboard for learning or tool for evaluation? Ambivalence in teachers’ error-related beliefs and practices. Social Psychology of Education, 27(4), 1455-1479.

Soncini, A., Matteucci, M. C., Tomasetto, C., & Butera, F. (2024). Supportive error feedback fosters students' adaptive reactions towards errors: Evidence from a targeted online intervention with Italian middle school students. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12679

Soncini, A., Visintin, E. P., Matteucci, M. C., Tomasetto, C., & Butera, F. (2022). Positive error climate promotes learning outcomes through students’ adaptive reactions towards errors. Learning and Instruction, 80, 101627.

Spychiger, M., Kuster, R., & Oser, F. (2006). Dimensionen von fehlerkultur in der schule und deren messung [Dimensions of error culture at school and the measuring]. Revue Suisse des Sciences de l’Education, 28, 87–110.

Steuer, G., Rosentritt-Brunn, G., & Dresel, M. (2013). Dealing with errors in mathematics classrooms: Structure and relevance of perceived error climate. Contemporary Educational Psychology, 38, 196-210. https://doi.org/10.1016/j.cedpsych.2013.03.002

Tinajero, C., Mayo, M. E., Villar, E., & Martínez-López, Z. (2024). Classic and modern models of self-regulated learning: Integrative and componential analysis. Frontiers in Psychology, 15, 1307574. https://doi.org/10.3389/fpsyg.2024.1307574

Tulis, M. (2013). Error management behavior in classrooms: Teachers' responses to student mistakes. Teaching and Teacher Education, 33, 56-68. Retrieved from https://doi.org/10.1016/j.tate.2013.02.003

Tulis, M., Steuer, G., & Dresel, M. (2016). Learning from errors: a model of individual processes. Frontline Learning Research, 4, 12–26. https://doi.org/10.14786/flr.v4i2.168.

Tulis, M., Steuer, G., & Dresel, M. (2018). Positive beliefs about errors as an important element of adaptive individual dealing with errors during academic learning. Educational Psychology, 38, 139–158. https://doi.org/10.1080/01443410.2017.1384536

Zimmerman, B. J. (1999). Attaining self-regulation: a social cognitive perspective, pp. 13-40 in Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.) Handbook of Self-Regulation, Academic Press. https://doi.org/10.1016/b978-012109890-2/50031-7

Numero della rivista 32 2026

Sbagliando si impara? Quasi sempre! Fattori psicologici e sociali che influenzano l’apprendimento dall’errore

Sbagliando si impara? Quasi sempre! Fattori psicologici e sociali che influenzano l’apprendimento dall’errore

Autore/i dell'articolo

Annalisa Soncini

Parole chiave dell'articolo

Articolo in pdf

Newsletter

Facebook