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.

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 lear

SUBMITTER: Schmid R 

PROVIDER: S-EPMC11802965 | biostudies-literature | 2025 Mar

REPOSITORIES: biostudies-literature