{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"omics_type":["Unknown"],"volume":["95(1)"],"submitter":["Schmid R"],"funding":["Swissuniversities","Smartfeld"],"pubmed_abstract":["<h4>Background</h4>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.<h4>Aims</h4>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.<h4>Samples</h4>The sample consisted of 269 lower secondary school students (grades 7-9).<h4>Methods</h4>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.<h4>Results</h4>The results showed that error lear"],"journal":["The British journal of educational psychology"],"pagination":["107-123"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC11802965"],"repository":["biostudies-literature"],"pubmed_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."],"pmcid":["PMC11802965"],"pubmed_authors":["Schmid R","Strahl A","Smit R","Robin N"],"additional_accession":[]},"is_claimable":false,"name":"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.","description":"<h4>Background</h4>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.<h4>Aims</h4>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.<h4>Samples</h4>The sample consisted of 269 lower secondary school students (grades 7-9).<h4>Methods</h4>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.<h4>Results</h4>The results showed that error lear","dates":{"release":"2025-01-01T00:00:00Z","publication":"2025 Mar","modification":"2025-04-04T01:36:23.361Z","creation":"2025-04-04T01:36:23.361Z"},"accession":"S-EPMC11802965","cross_references":{"pubmed":["38503561"],"doi":["10.1111/bjep.12681"]}}