Effects of positive emotions toward task activities arising from an interaction with another person on a collaborative construction process of knowledge

Tetsuya Nada, Kenichiro Hori, Shunichi Maruno

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

The present study examined effects of positive emotions toward task activities that arise from interactions with another person, in a collaborative construction process of knowledge, using error bias as an index of this process. Third-graders performed a sequence of tasks: a pre-test, a collaborative session, and a post-test. The experimenter responded differently to participants' reactions in 2 different conditions: surface-acceptance and deep acceptance. The hypothesis that only the participants in the latter condition would experience positive emotions was confirmed. The participants in the deep-acceptance condition showed more error biases, performed the post-test tasks more properly, and were more flexible about rethinking their original idea through employing different ideas from others. The present findings suggest that positive emotions toward task activities prompt children involved in a task to be more flexible toward others' ideas, thus allowing them to rethink their original idea from a new perspective.

Original languageEnglish
Pages (from-to)324-334
Number of pages11
JournalJapanese Journal of Educational Psychology
Volume60
Issue number3
DOIs
Publication statusPublished - Dec 1 2012

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Emotions
emotion
acceptance
human being
interaction
trend
experience

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

Cite this

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