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Abstract
The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students’ task-related emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students’ goal orientation and their causal attributions for success in school.
Notes
1. It should be taken into account that students may strive for multiple goals. Both mastery and performance goal orientations may be held to varying degrees (Nicholls, Cheung, Lauer, & Patashnick, Citation1989), but the relative emphasis on one of them is what makes it reasonable to refer to some students as more mastery oriented students and some students as more performance oriented students.
2. In the following, the term mastery goal orientation refers to the widely used meaning of striving to improve competence, and is not based on the more-recently introduced distinction between mastery-approach and mastery-avoidance goals (cf. Elliot & McGregor, Citation2001).
3. www.emoticon.com [accessed 6 February 2006].
