Achievement Task Value and Its Relationship with Learning Skills and Perceived Error Climate among University Students

In educational and psychological studies, it has become essential to focus on variables that contribute to improving and enhancing students’ learning and academic performance. Accordingly, the current study examines achievement task value and its relationship with learning skills and perceived error climate among university students. Achievement task value refers to students’ perceptions of the importance of the academic subject and the benefits they may gain in the present or future as a result of studying it, and whether it is worthy of the time and effort invested in learning. It encompasses task perception value, intrinsic value, utility, and perceived cost value. Learning skills, on the other hand, are defined as the methods and strategies used by students while processing information in lecture halls, both during learning and information retrieval. These skills are characterized by organization, accuracy, and perseverance in accomplishing academic tasks, and include mastery of study sessions, organizing study time, preparing summaries, taking notes, and linking course content coherently. The perceived error climate refers to the educational environment in which errors are viewed as learning opportunities, whereby errors are identified, analyzed, and appreciated, and subsequently utilized as essential components in supporting the learning process within a supportive social classroom context. This climate encourages both teachers and students to deal positively with errors, away from blame or punishment, which enhances self-confidence, develops critical thinking skills, and promotes active and sustainable learning. The current study aimed to identify: 1. The level of achievement task value among Wasit University students. 2. The level of learning skills possessed by Wasit University students 3. The nature of the perceived error climate as perceived by Wasit University students in their educational environment. 4. The relationship between achievement task value and perceived error climate among Wasit University students. 5. 5.The correlational relationship between learning skills and perceived error climate among Wasit University students. 6. Statistically significant differences in the correlational relationship between achievement task value and perceived error climate according to Sex and academic specialization. 7. Statistically significant differences in the correlational relationship between learning skills and perceived error climate according to Sex and academic specialization. 8. The contribution of achievement task value and learning skills to the perceived error climate among Wasit University students. The study was limited to undergraduate students at Wasit University in the morning study program, of both Sex (males and females), for the academic 2024–2025. To achieve the study objectives, the researcher adopted the Achievement Task Value Scale, after verifying the translation validity of the scale developed by Eccles and Wigfield (1983). In its final form, the scale consists of 21 items distributed across four domains: task perception, task value, utility value, and perceived cost. In addition, the researcher adopted the Learning Skills Scale developed by Al-Tayyib (2004), which consists of 32 items distributed across six skills: mastery of study time, organization of study sessions and time, preparation of summaries and note-taking, information retrieval and exam practice, linking course contents, and perseverance in acquiring knowledge. Furthermore, the researcher adopted the Perceived Error Climate Scale developed by Gabriele et al. (2013). After verifying translation validity, the scale consisted of 29 items distributed across eight domains: teacher tolerance of errors, insignificance of errors in evaluation, teacher support after errors, absence of negative teacher reactions to errors, absence of negative peer reactions to errors, risk-taking in making errors, error analysis, and the function of errors in learning. The psychometric properties of the instruments, including validity and reliability, were established. The statistical analysis sample consisted of 400 male and female students, and the three instruments were applied to the main research sample of 400 students at Wasit University. Data were statistically analyzed using appropriate statistical methods. The study adopted the descriptive correlational approach, and the sample was selected using stratified random sampling. The results of the study revealed the following: 1. University students have a statistically significant level of task value. 2. University students possess a statistically significant level of learning skills. 3. University students have a statistically significant level of perceived error climate. 4. There is a positive and statistically significant correlation between task value and perceived error climate among university students. .5. There are statistically significant differences in the correlation between task value and perceived error climate according to Sex, whereas there are no statistically significant differences according to academic specialization. 6. There is a positive and statistically significant correlation between learning skills and perceived error climate among university students. 7. There are statistically significant differences in the correlation between learning skills and perceived error climate among university students according to Sex and academic specialization. 8. Task value and learning skills make a statistically significant contribution to predicting perceived error climate among university students. In light of these findings, the study reached a number of conclusions and presented a set of recommendations and suggestions aimed at enhancing achievement task value and developing learning skills, thereby contributing to the establishment of a positive educational climate based on accepting errors and utilizing them effectively in the learning process