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.
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| Title: | 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. |
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| Authors: | Schmid, Rahel, Smit, Robbert, Robin, Nicolas, Strahl, Alexander |
| Source: | British Journal of Educational Psychology. Mar2025, Vol. 95 Issue 1, p107-123. 17p. |
| Subjects: | School environment, Pleasure, Research funding, Psychology of high school students, Questionnaires, Educational outcomes, Positive psychology, Emotions, Descriptive statistics, Chi-squared test, Quantitative research, Control groups, Pre-tests & post-tests, School orientation, Medical coding, Research methodology, Adult education workshops, Online education, Intraclass correlation, Learning strategies, Student attitudes, Factor analysis, Comparative studies |
| Abstract: | 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: 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: The sample consisted of 269 lower secondary school students (grades 7–9). 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: 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: 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. [ABSTRACT FROM AUTHOR] |
| Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 183818696 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: 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. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Schmid%2C+Rahel%22">Schmid, Rahel</searchLink><br /><searchLink fieldCode="AR" term="%22Smit%2C+Robbert%22">Smit, Robbert</searchLink><br /><searchLink fieldCode="AR" term="%22Robin%2C+Nicolas%22">Robin, Nicolas</searchLink><br /><searchLink fieldCode="AR" term="%22Strahl%2C+Alexander%22">Strahl, Alexander</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22British+Journal+of+Educational+Psychology%22">British Journal of Educational Psychology</searchLink>. Mar2025, Vol. 95 Issue 1, p107-123. 17p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br /><searchLink fieldCode="DE" term="%22Pleasure%22">Pleasure</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+of+high+school+students%22">Psychology of high school students</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+psychology%22">Positive psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Emotions%22">Emotions</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Control+groups%22">Control groups</searchLink><br /><searchLink fieldCode="DE" term="%22Pre-tests+%26+post-tests%22">Pre-tests & post-tests</searchLink><br /><searchLink fieldCode="DE" term="%22School+orientation%22">School orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+coding%22">Medical coding</searchLink><br /><searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+education+workshops%22">Adult education workshops</searchLink><br /><searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br /><searchLink fieldCode="DE" term="%22Intraclass+correlation%22">Intraclass correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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: 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: The sample consisted of 269 lower secondary school students (grades 7–9). 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: 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: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of British Journal of Educational Psychology is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/bjep.12681 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 107 Subjects: – SubjectFull: School environment Type: general – SubjectFull: Pleasure Type: general – SubjectFull: Research funding Type: general – SubjectFull: Psychology of high school students Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Positive psychology Type: general – SubjectFull: Emotions Type: general – SubjectFull: Descriptive statistics Type: general – SubjectFull: Chi-squared test Type: general – SubjectFull: Quantitative research Type: general – SubjectFull: Control groups Type: general – SubjectFull: Pre-tests & post-tests Type: general – SubjectFull: School orientation Type: general – SubjectFull: Medical coding Type: general – SubjectFull: Research methodology Type: general – SubjectFull: Adult education workshops Type: general – SubjectFull: Online education Type: general – SubjectFull: Intraclass correlation Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Factor analysis Type: general – SubjectFull: Comparative studies Type: general Titles: – TitleFull: 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. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Schmid, Rahel – PersonEntity: Name: NameFull: Smit, Robbert – PersonEntity: Name: NameFull: Robin, Nicolas – PersonEntity: Name: NameFull: Strahl, Alexander IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 00070998 Numbering: – Type: volume Value: 95 – Type: issue Value: 1 Titles: – TitleFull: British Journal of Educational Psychology Type: main |
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