{"id":{"repo_id":"carleton","oai_identifier":"oai:carleton.scholaris.ca:20.500.14718/41434"},"canonical_url":"https://search.dev.ndltd.org/etd/carleton/oai:carleton.scholaris.ca:20.500.14718/41434","repository":{"repo_id":"carleton","name":"Carleton University","base_url":"https://carleton.scholaris.ca/server/oai/request"},"display":{"title":"Student Emotions in a Productive Failure Paradigm","abstract":"Productive failure is a learning paradigm that reverses the standard order of instruction by asking students to solve problems prior to learning the method to solve them. Despite going against intuitions that instruction should come first, this paradigm has been shown to be effective at engendering conceptual knowledge. To date, however, the role of student emotion in this paradigm has not been investigated. Student emotion influences student learning outcomes; while there are some exceptions, negative emotion typically interferes with student learning. This leads to a conundrum because productive failure has been shown to have a positive effect on learning, whereas the negative emotion that might be experienced while failing in the first stage of productive failure could have a detrimental effect. To address this, we investigate the presence of emotions in productive failure as well as their changes over time and their relations to learning outcomes.","abstract_html":"Productive failure is a learning paradigm that reverses the standard order of instruction by asking students to solve problems prior to learning the method to solve them. Despite going against intuitions that instruction should come first, this paradigm has been shown to be effective at engendering conceptual knowledge. To date, however, the role of student emotion in this paradigm has not been investigated. Student emotion influences student learning outcomes; while there are some exceptions, negative emotion typically interferes with student learning. This leads to a conundrum because productive failure has been shown to have a positive effect on learning, whereas the negative emotion that might be experienced while failing in the first stage of productive failure could have a detrimental effect. To address this, we investigate the presence of emotions in productive failure as well as their changes over time and their relations to learning outcomes.","abstract_has_math":false,"creators":["Savelson, Zachary Monroe"],"institution":"Carleton University","degree_name":"Master of Cognitive Science (M.Cog.Sc.)","degree_level":"Master's","degree_discipline":"Cognitive Science","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020","date_published":"2020","updated_at":"2026-07-24T01:34:20Z","subjects":[],"languages":["en"],"rights":["Copyright © 2020 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.22215/etd/2020-14293"],"render_values":[{"text":"10.22215/etd/2020-14293","href":"https://doi.org/10.22215/etd/2020-14293","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14718/41434","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Savelson, Zachary Monroe"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-04-08T20:19:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-04-08T20:19:03Z"]},{"key":"dc:date.issued","label":"Date","values":["2020"]},{"key":"dc:publisher","label":"Institution","values":["Carleton University"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Cognitive Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Cognitive Science (M.Cog.Sc.)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright © 2020 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.22215/etd/2020-14293"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14718/41434"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Productive failure is a learning paradigm that reverses the standard order of instruction by asking students to solve problems prior to learning the method to solve them. Despite going against intuitions that instruction should come first, this paradigm has been shown to be effective at engendering conceptual knowledge. To date, however, the role of student emotion in this paradigm has not been investigated. Student emotion influences student learning outcomes; while there are some exceptions, negative emotion typically interferes with student learning. This leads to a conundrum because productive failure has been shown to have a positive effect on learning, whereas the negative emotion that might be experienced while failing in the first stage of productive failure could have a detrimental effect. To address this, we investigate the presence of emotions in productive failure as well as their changes over time and their relations to learning outcomes."]},{"key":"dc:title","label":"Title","values":["Student Emotions in a Productive Failure Paradigm"]}]}],"canonical_facts":{"dc:creator":["Savelson, Zachary Monroe"],"dc:date.accessioned":["2025-04-08T20:19:03Z"],"dc:date.available":["2025-04-08T20:19:03Z"],"dc:date.issued":["2020"],"dc:description.abstract":["Productive failure is a learning paradigm that reverses the standard order of instruction by asking students to solve problems prior to learning the method to solve them. Despite going against intuitions that instruction should come first, this paradigm has been shown to be effective at engendering conceptual knowledge. To date, however, the role of student emotion in this paradigm has not been investigated. Student emotion influences student learning outcomes; while there are some exceptions, negative emotion typically interferes with student learning. This leads to a conundrum because productive failure has been shown to have a positive effect on learning, whereas the negative emotion that might be experienced while failing in the first stage of productive failure could have a detrimental effect. To address this, we investigate the presence of emotions in productive failure as well as their changes over time and their relations to learning outcomes."],"dc:identifier.doi":["10.22215/etd/2020-14293"],"dc:identifier.uri":["https://hdl.handle.net/20.500.14718/41434"],"dc:language.iso":["en"],"dc:publisher":["Carleton University"],"dc:rights":["Copyright © 2020 the author(s). Theses may be used for non-commercial research, educational, or related academic purposes only. Such uses include personal study, research, scholarship, and teaching. Theses may only be shared by linking to Carleton University Institutional Repository and no part may be used without proper attribution to the author. No part may be used for commercial purposes directly or indirectly via a for-profit platform; no adaptation or derivative works are permitted without consent from the copyright owner."],"dc:title":["Student Emotions in a Productive Failure Paradigm"],"dc:type":["thesis"],"thesis:degree_discipline":["Cognitive Science"],"thesis:degree_level":["Master's"],"thesis:degree_name":["Master of Cognitive Science (M.Cog.Sc.)"]},"updated_at":"2026-07-24T01:34:20Z"}