Feelings on feedback: Children’s emotional responses during mathematics problem solving

IF 3.9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Contemporary Educational Psychology Pub Date : 2023-07-01 DOI:10.1016/j.cedpsych.2023.102209

Megan Merrick , Emily R. Fyfe

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引用次数: 0

Abstract

Theories of learning emphasize the importance of both the cognitive and affective state of the learner. The current study focused on children’s affective reactions to corrective feedback during mathematics problem solving. Eighty-seven elementary school children (M age = 7.6 years, 41% female, 68% White) solved mathematical equivalence problems during an online video call and received trial-by-trial feedback on their answers. Trained researchers used children’s facial expressions, tone of voice, and verbal statements to quantify their positive and negative affect on each trial. Overall, children tended to express more positive affect than negative affect. However, negative affect was more prominent when the child was incorrect and received negative feedback, and higher negative affect was associated with lower accuracy and lower persistence on the task. These results provide novel empirical evidence for the role of emotions during children’s STEM learning in a non-evaluative context.

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反馈感受：儿童在数学问题解决过程中的情绪反应

学习理论强调学习者的认知和情感状态的重要性。目前的研究集中在儿童在数学问题解决过程中对纠正反馈的情感反应上。87名小学生（M年龄=7.6岁，41%为女性，68%为白人）在一次在线视频通话中解决了数学等价问题，并接受了对其答案的逐个试验的反馈。经过培训的研究人员使用儿童的面部表情、语调和言语陈述来量化他们对每次试验的积极和消极影响。总的来说，孩子们倾向于表达更多的积极情绪，而不是消极情绪。然而，当孩子不正确并收到负面反馈时，负面影响更为突出，负面影响越大，任务的准确性越低，持续性越低。这些结果为情绪在儿童非评价性STEM学习中的作用提供了新的经验证据。

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来源期刊

Contemporary Educational Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

16.50

自引率

3.90%

发文量

期刊介绍： Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions. The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.