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时，会经历和表达许多情感。数学焦虑是一种被研究得最充分、最熟悉的成就情绪，因此，现在有教学实践和政策来减少它对学习的影响。然而，对于喜悦、惊讶、悲伤、愤怒和恐惧等基本的、普遍的情绪是如何影响学习和成就的，我们知之甚少。本项目通过两项主要活动来解决这一知识缺口：(1)对文献进行回顾，旨在综合了解情绪与数学成绩之间的关系；(2)研究哪些情绪会出现，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。这个项目将是发展教学实践的关键的第一步，它可以帮助孩子们在解决故事问题的过程中管理他们的情绪。本项目旨在阐明成就情绪对数字和运算领域解决问题结果发展的贡献。这将通过两个项目来实现，利用现有的数据库，将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成就情绪与微基因编码的解决问题行为联系起来。目标1：通过记录在解决问题的情节中出现的离散情绪（如喜悦、惊讶、悲伤）和情绪组合（如喜悦和惊讶），来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。功能数据分析工具将被用来描述他们的时间动态。目的2：利用功能回归模型解释成就情绪与数量和操作结果之间的关系，包括解决方案准确性、解决问题策略复杂性和策略广度。目标2的结果将为工具性案例研究的发展提供信息，这些案例研究将把成就情绪与算术问题解决行为和结果相关的前因和后果置于背景中。该项目由美国国家科学基金会EHR STEM教育研究核心研究能力建设项目（ECR: BCSER）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。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识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.