Error climate and alienation from teachers: A longitudinal analysis in primary school.

Background: Dealing with errors in the classroom is a crucial aspect of instructional quality and has multiple consequences for students' own dealing with errors, their learning and their achievement. The available literature on error climate indicates a paucity of research on the effects of perceived error climate on social aspects such as student-teacher relationships.

Aims: The aim of this longitudinal study was to examine the relationship between error climate and alienation from teachers.