The Contributions and Consequences of Achievement Emotions in Early Arithmetic Outcomes

幼儿在学习理解和解决故事问题的过程中会体验和表达许多情感。数学焦虑是一种研究最多、最常见的成就情绪，因此，现在有一些教学实践和政策来减少它对学习的影响。然而，人们对基本的、普遍的情绪如喜悦、惊讶、悲伤、愤怒和恐惧如何影响学习和成就知之甚少。该项目通过两个主要活动来解决这一知识差距：（1）对旨在综合情感和数学成绩之间关系的文献进行回顾;（2）调查哪些情感出现以及它们如何影响重要的问题解决结果，包括解决方案的准确性，策略的复杂性;以及使用的独特策略的数量。这个项目将是开发教学实践的关键第一步，可以帮助孩子们在解决故事问题的过程中管理自己的情绪。本项目旨在阐明成就情绪对数字和运算领域问题解决结果发展的贡献。这将通过两个项目目标来实现，利用现有的数据库，将成就情绪与40名幼儿园学生（19名女孩/ 21名男孩）在解决日益复杂的故事问题时的微观编码解决问题的行为联系起来。目标1：描述儿童学习解决算术故事问题时出现的成就情绪的性质、形式和功能，记录哪些离散情绪（例如，喜悦、惊讶、悲伤）和情绪的组合（例如，快乐和惊喜）出现在解决问题的过程中。函数数据分析工具将被用来描述它们的时间动态。目标二：使用函数回归模型，阐明成就情绪与数字和运营结果之间的关系，包括解决方案的准确性，解决问题的策略复杂性和策略广度。目标2的结果将通知工具的案例研究，这将上下文的前因和成就情绪的后果关系到算术问题解决的行为和结果的发展。该项目由NSF的EHR Core Research Building Capacity in STEM Education Research（ECR：BCSER）项目提供支持，该项目旨在培养研究人员开展高质量STEM教育研究的能力。该奖项反映了NSF的法定使命，通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

Young children experience and express many emotions as they learn to make sense of and solve story problems. Mathematics anxiety is the most well-studied and familiar achievement emotion and, as a result there are now teaching practices and policies to reduce its impacts on learning. Yet, much less is known about how basic, universal emotions such as joy, surprise, sadness, anger, and fear impact learning and achievement. This project addresses this knowledge gap through two primary activities: (1) a review of the literature intended to synthesize what is known about the relationship between emotions and mathematics achievement; and (2) investigate which emotions emerge and how they influence important problem-solving outcomes, including solution accuracy, strategy sophistication; and the number of unique strategies used. This project will be a critical first step toward developing teaching practices that can help children manage their emotions as they go through the steps of solving a story problem. This project aims to clarify the contributions of achievement emotions to the development of problem-solving outcomes in the domain of numbers and operations. This will be accomplished through two project aims that leverage an existing database connecting achievement emotions with the microgenetically encoded problem-solving behaviors of 40 kindergarten students (19 girls / 21 boys) as they solve increasingly complex story problems. Aim 1: Characterize the nature, form, and function of achievement emotions that emerge as children learn to solve arithmetic story problems by recording which discrete emotions (e.g., joy, surprise, sadness) and combinations of emotions (e.g., joy and surprise) are present during problem-solving episodes. Functional data analysis tools will be employed to describe their temporal dynamics. Aim 2: Explicate the relationship between achievement emotions and number and operations outcomes, including solution accuracy, problem-solving strategy sophistication, and strategy breadth, using functional regression models. The results of Aim 2 will inform the development of instrumental case studies, which will contextualize the antecedents and consequences of achievement emotions in relation to arithmetic problem-solving behaviors and outcomes. The project is supported by NSF's EHR Core Research Building Capacity in STEM Education Research (ECR: BCSER) program, which is designed to build investigators’ capacity to carry out high-quality STEM education research.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.