The Contributions and Consequences of Achievement Emotions in Early Arithmetic Outcomes

成就情绪对早期算术结果的贡献和后果

• 批准号: 2321088
• 负责人: Traci Kutaka
• 金额: $ 34.99万
• 依托单位: University of Virginia Main Campus
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2321088&HistoricalAwards=false
• 关键词: Contributions; Consequences; Achievement; Emotions; Early

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.

幼儿在学习理解和解决故事问题时会经历和表达许多情绪，数学焦虑是研究最深入、最熟悉的成就情绪，因此现在有一些教学实践和政策来减少其对学习的影响。然而，人们对诸如快乐、惊讶、悲伤、愤怒和恐惧等基本的、普遍的情绪如何影响学习和成就知之甚少。该项目通过两项主要活动来解决这一知识差距：（1）对旨在解决这一问题的文献进行回顾。综合已知的情感与数学之间的关系成就；（2）调查出现哪些情绪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、策略的复杂性以及所使用的独特策略的数量；该项目将是开发有助于教学实践的关键的第一步。孩子们在解决故事问题的过程中管理自己的情绪。该项目旨在阐明成就情绪对数字和运算领域解决问题结果的贡献。这将通过两个项目目标来实现。利用现有数据库将情绪成就与微基因编码联系起来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问题解决行为 目标 1：通过记录孩子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。在解决问题的过程中，将使用功能数据分析工具来描述其时间动态。使用功能回归模型阐明情感成就与数字和运营结果之间的关系，包括解决方案的准确性、问题解决策略的复杂性和战略广度。目标 2 的结果将为工具性案例研究的开发提供信息，这将把前因具体化。该项目得到了 NSF 的 EHR 核心研究能力建设 STEM 教育研究 (ECR: BCSER) 计划的支持，该计划旨在建立。调查人员开展高质量 STEM 教育研究的能力。该奖项反映了 NSF 的法定使命，并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。