Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics

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Learning from errors: A model of individual processes (2016, background): “…regulation strategies, and the influence of selected personal conditions and contextual factors on individual responses to errors (Dresel, et al., 2013, Steuer et al., 2013; Tulis, 2013; Tulis & Ainley, 2011; Tulis & Dresel, 2013; Tulis & Fulmer, 2013; Tulis et al., 2011; Tulis et al., subm.).”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “Mastery-approach goals are related with effort-attributions and positive emotions including interest after failure experiences; since the focus is on learning and understanding material, mistakes are seen as learning opportunities (Dweck, 1999, see also Tulis & Ainley, 2011).”
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “As students’ emotions such as enjoyment and boredom are related to their interest (Pekrun et al. 2011; Tulis and Ainley 2011; Schukajlow and Rakoczy 2016; Winberg et al. 2014), similar differences can also be expected for students’ emotions.”