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 ( 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.

中文翻译：

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反馈感受：孩子在解决数学问题时的情绪反应

学习理论强调学习者认知和情感状态的重要性。目前的研究重点是儿童在数学问题解决过程中对纠正反馈的情感反​​应。87 名小学生（年龄 = 7.6 岁，41% 为女性，68% 为白人）通过在线视频通话解决了数学等价问题，并收到了针对其答案的逐项反馈。训练有素的研究人员使用儿童的面部表情、语气和口头陈述来量化他们对每次试验的积极和消极影响。总体而言，儿童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，负面情绪更加突出，并且较高的负面情绪与较低的准确性和较低的任务持久性相关。这些结果为儿童在非评价性背景下的 STEM 学习过程中情绪的作用提供了新颖的经验证据。