نوع مقاله : مقاله پژوهشی
نویسنده
دانشجوی دکتری مطالعات برنامه درسی، دانشگاه خوارزمی، تهران، ایران.
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Fear of making mistakes is one of the fundamental challenges in educational environments, which can disrupt students’ learning processes and participation; however, the dimensions of this experience have received limited attention from students’ own perspectives. The present study aimed to explore the lived experiences of primary school students regarding fear of making mistakes in the classroom. A qualitative phenomenological approach was employed. The participants were 10 female fifth- and sixth-grade primary school students from Abyek County, Qazvin Province, during the 2025-2026 academic year, selected through criterion-based purposive sampling. Data were collected through in-depth semi-structured interviews and analyzed using Colaizzi’s seven-step method. The findings resulted in the identification of seven major themes: intense physical and emotional experiences, social judgment, the teacher’s role, performance-exposing situations, the multilayered meaning of mistakes, silence and avoidance, and a safe environment. The results showed that fear of making mistakes was a multidimensional experience associated not only with physical and emotional reactions but also with concerns about others’ judgments, teachers’ responses, and situations in which students’ performance was exposed to others, and in some cases led to silence and avoidance of participation. In contrast, a safe and supportive environment and a positive attitude toward mistakes facilitated their acceptance as part of the learning process. Students’ experiences indicated that the meaning attributed to mistakes was largely shaped by how they were addressed in the classroom and could transform mistakes from a threatening experience into an opportunity for learning.
کلیدواژهها [English]
)