Confusion? Frustration! Curiosity: The Role and Sequencing of Academic Emotions During Mathematics Problem Solving

• In Event: 32.025 - Antecedents and Consequences of Students' Math Anxiety

Abstract

The purpose of this research was to explore the sequential relations between epistemic/activity emotions and learning processes in an authentic classroom setting. We examined the trajectory of students' emotions (e.g., surprise, curiosity, enjoyment, confusion, anxiety, frustration, boredom) as they occurred during complex mathematics problem solving. Eighty students from grade five participated. To capture students’ emotions and learning strategies while problem solving, a think aloud protocol was used. Chi-square tests determined which emotions and learning strategies were most likely to occurred immediately following an emotion. Results revealed that positive emotions and deeper learning strategies occurred most often after a positive emotion, whereas negative emotions and shallow learning strategies occur most often after a negative emotion. Theoretical and educational implications are discussed.

Authors

• Ivana Di Leo, McGill University

• Krista R. Muis, McGill University

• Cara Adrianne Singh, McGill University