Feelings on feedback: Children’s emotional responses during mathematics problem solving
Contemporary Educational Psychology, ISSN: 0361-476X, Vol: 74, Page: 102209
2023
- 5Citations
- 53Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
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Metrics Details
- Citations5
- Citation Indexes5
- CrossRef1
- Captures53
- Readers53
- 53
Article Description
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.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0361476X23000632; http://dx.doi.org/10.1016/j.cedpsych.2023.102209; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85165568400&origin=inward; http://www.ncbi.nlm.nih.gov/pubmed/37576469; https://linkinghub.elsevier.com/retrieve/pii/S0361476X23000632; https://dx.doi.org/10.1016/j.cedpsych.2023.102209
Elsevier BV
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