Perceived Psychological Safety and Behaviors That Promote Learning From Errors of Working Students: The Mediating Role of Error Orientation

Abstract: The fact that every organization is confronted with errors necessitates a thorough understanding of the factors that encourage employees to engage in behaviors that promote learning from errors. Putting reflective activity and two types of feedback seeking into the center of attention, this study addresses the question of whether perceived psychological safety indirectly relates to these behaviors through error orientation. A cross-sectional survey study was conducted on a convenience sample of 154 German and Swedish working students. Participants completed an online survey of their perception of psychological safety, attitudes and reactions toward errors, engagement in reflective activity, and the reasons for seeking feedback, all referring to the work context. The data was analyzed by means of a partial correlation analysis as well as a path analysis to examine the mediating effect of error orientation. However, the parameter estimates of the latter could not be interpreted due to a poor model fit. The results suggest that perceived psychological safety mitigates both the orientation toward covering errors and the avoidant error orientation, while it does not promote the learning from errors orientation. Some support is provided for the three error orientations to differentially relate to reflective activity and the two types of feedback seeking. The results imply that organizations are well advised to cultivate a psychologically safe climate in order to reduce negative attitudes toward errors. The question of whether perceived psychological safety is indirectly relevant for error-related learning behaviors through error orientation remains unresolved though and awaits further research.