Recent and ongoing research in the fields of Educational Psychology and Empirical Educational Research will be presented and discussed in the research colloquium. In addition to scientists from the University of Augsburg, researchers from other research institutions will also report on their work. All colleagues, doctoral researchers and students are cordially invited.

Abstract: The way teachers address errors in the classroom plays a crucial role in shaping how students expe rience their errors, regulate their learning processes, and ultimately learn from them. To capture these dynamics, the concept of the error climate has been introduced. Therein, a positive error climate represents a positive and functional perception, appraisal, and utilization of errors in the learning process as learning opportunities. Prior research with secondary school students has conceptualized the error climate as comprising eight subdimen sions organized under a higher-order general factor. However, it remains unclear whether this structure also applies to younger students, whose developing emotional, cognitive, and self-regulatory capacities may lead to different perceptions of the way errors are approached in class. To address this gap, the present study draws on a sample of 2,628 third- and fourth-grade students from 187 classrooms across two subjects, specifically maths and German (as a first language). Using multilevel multigroup confirmatory factor analyses, we examined the structure of perceived error climate at both the individual and the classroom level. Results supported a struc ture of eight subdimensions also in primary school students. However, these dimensions did not uniformly load on a single higher-order factor. Instead, two second-order factors emerged, which can be interpreted as emo tional support following errors and instructional support following errors. These factors were differentially related to students’ emotional-motivational regulation and their adaptive learning behavior following errors. Overall, the findings suggest age-specific characteristics in how the error climate is perceived, while also demonstrating that primary school students already perceive the error climate as a multidimensional construct.