The role of momentary emotions in promoting error learning orientation among lower secondary school students: An intervention study embedded in a short visual programming course.

Changes in error learning orientation are difficult to achieve during 1-day courses. Nevertheless, through targeted, pedagogical approaches, which aim to minimize the influence of unfavourable emotions that occur in problem-oriented learning situations, teachers could help students develop a positive error learning orientation in the long term, whereby errors are viewed as an opportunity for learning.