The role of momentary emotions in promoting error learning orientation among lower secondary school students: An intervention study embedded in a short visual programming course.
coding lessons
emotions
error learning orientation
errors
lower secondary education
Journal
The British journal of educational psychology
ISSN: 2044-8279
Titre abrégé: Br J Educ Psychol
Pays: England
ID NLM: 0370636
Informations de publication
Date de publication:
19 Mar 2024
19 Mar 2024
Historique:
revised:
16
02
2024
received:
27
06
2023
accepted:
28
02
2024
medline:
20
3
2024
pubmed:
20
3
2024
entrez:
19
3
2024
Statut:
aheadofprint
Résumé
Students make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities. This study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of students, interacted during a 1-day course on visual programming in an out-of-school learning environment. The sample consisted of 269 lower secondary school students (grades 7-9). The data were collected in an intervention study, with questionnaires applied directly before and after the course, and with four measurements of state emotions during the course. The results showed that error learning orientation had an expected effect on the students' emotions at the beginning of the course. The emotions changed positively over the course of the workshop, while the error learning orientation remained stable. No differences in error learning orientation were found between the control and intervention groups. An expected, reciprocal effect of students' emotions on their error learning orientation at the end of the course day could not be found. Changes in error learning orientation are difficult to achieve during 1-day courses. Nevertheless, through targeted, pedagogical approaches, which aim to minimize the influence of unfavourable emotions that occur in problem-oriented learning situations, teachers could help students develop a positive error learning orientation in the long term, whereby errors are viewed as an opportunity for learning.
Sections du résumé
BACKGROUND
BACKGROUND
Students make many errors in visual programming. In order to learn from these, it is important that students regulate their emotions and view errors as learning opportunities.
AIMS
OBJECTIVE
This study aimed to explore to what extent momentary emotions, specifically enjoyment, anxiety and boredom, as well as the error learning orientation of students, interacted during a 1-day course on visual programming in an out-of-school learning environment.
SAMPLES
METHODS
The sample consisted of 269 lower secondary school students (grades 7-9).
METHODS
METHODS
The data were collected in an intervention study, with questionnaires applied directly before and after the course, and with four measurements of state emotions during the course.
RESULTS
RESULTS
The results showed that error learning orientation had an expected effect on the students' emotions at the beginning of the course. The emotions changed positively over the course of the workshop, while the error learning orientation remained stable. No differences in error learning orientation were found between the control and intervention groups. An expected, reciprocal effect of students' emotions on their error learning orientation at the end of the course day could not be found.
CONCLUSION
CONCLUSIONS
Changes in error learning orientation are difficult to achieve during 1-day courses. Nevertheless, through targeted, pedagogical approaches, which aim to minimize the influence of unfavourable emotions that occur in problem-oriented learning situations, teachers could help students develop a positive error learning orientation in the long term, whereby errors are viewed as an opportunity for learning.
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Subventions
Organisme : Swissuniversities
Organisme : Smartfeld
Informations de copyright
© 2024 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.
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