Curiosity… Confusion? Frustration! The role and sequencing of emotions during mathematics problem solving

Abstract

The objectives of this research were to explore the role and state transitions of emotions during complex mathematics problem solving over two studies. In Study 1, we examined the antecedents and consequences of emotions during learning with a sample of 138 students from grades 5 and 6. In Study 2, emotional state transitions were explored with a different sample of 79 students from grade 5. For Study 1, students self-reported their task value and perceptions of control for mathematics problem solving, solved the problem, and then self-reported their emotions and cognitive and metacognitive learning strategies they used to solve the problem. Results from path analyses revealed that control and task value predicted the emotions students experienced during problem solving, and that emotions predicted cognitive and metacognitive learning strategies, which subsequently predicted achievement. For Study 2, emotions and cognitive and metacognitive learning strategies were captured via a think-aloud protocol to explore their sequencing. Results demonstrated that the most frequently occurring emotions during problem solving included frustration (24.34%) and confusion (22.63%). Emotion-to-emotion transition analyses revealed that students’ frustration transitioned to negative emotions, and confusion also primarily transitioned to negative emotions (i.e., frustration, boredom, anxiety) but transitioned to positive emotions when confusion was resolved. We conclude with theoretical implications and delineate interventions that should be developed to teach students skills to overcome frustration and confusion to improve learning outcomes.