BackgroundStudents 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.AimsThis 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.SamplesThe sample consisted of 269 lower secondary school students (grades 7–9).MethodsThe 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.ResultsThe results showed that error learning orientation had an expected effect on the students' emotions at the beginning of the course. The emotions changed positively over the course of the workshop, while the error learning orientation remained stable. No differences in error learning orientation were found between the control and intervention groups. An expected, reciprocal effect of students' emotions on their error learning orientation at the end of the course day could not be found.ConclusionChanges in error learning orientation are difficult to achieve during 1‐day courses. Nevertheless, through targeted, pedagogical approaches, which aim to minimize the influence of unfavourable emotions that occur in problem‐oriented learning situations, teachers could help students develop a positive error learning orientation in the long term, whereby errors are viewed as an opportunity for learning.

中文翻译：

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瞬时情绪在促进初中生错误学习取向中的作用：嵌入短期可视化编程课程的干预研究

背景学生在可视化编程中犯了很多错误。为了从中学习，学生调节自己的情绪并将错误视为学习机会非常重要。目的本研究旨在探讨学生的瞬间情绪，特别是享受、焦虑和无聊，以及错误的学习取向在多大程度上，在校外学习环境中进行为期 1 天的可视化编程课程期间进行互动。样本样本由 269 名初中学生（7-9 年级）组成。方法数据通过干预研究收集，在之前直接使用问卷调查以及课程结束后，以及课程期间的四次状态情绪测量。结果结果表明，错误学习导向对课程开始时学生的情绪产生了预期的影响。在研讨会期间，情绪发生了积极的变化，而错误学习方向保持稳定。对照组和干预组之间没有发现错误学习取向存在差异。无法发现课程结束时学生情绪对其错误学习取向的预期交互影响。结论在 1 天课程中很难实现错误学习取向的改变。然而，通过有针对性的教学方法，旨在最大限度地减少问题导向学习情境中出现的不利情绪的影响，教师可以帮助学生长期培养积极的错误学习取向，从而将错误视为学习的机会。