After partialling out control variables, boredom and frustration during scaffolded learning negatively correlated with fadeout performance, while confusion↔frustration transitions and boredom→engagement transition positively correlated with it¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q2 · i1 small
Currency · newest study 2017 · checked against its sources 2026-10-27 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i1 Boredom (r=−.149) and frustration (r=−.218) during the scaffolded phase were negatively correlated with fadeout score. → Bosch 2017 q2 i1 Confusion→frustration (partial r=.103), frustration→confusion (partial r=.105), and boredom→engagement (r=.282) transitions positively correlated with fadeout performance. → Bosch 2017 (2)

Evidence¶

Bosch 2017¶

Bosch, N., & D'Mello, S. (2017). The Affective Experience of Novice Computer Programmers. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-015-0069-5

q2 · i1 · associational · r2

Partial correlations between scaffolded-phase affect incidence and fadeout score, controlling for gender, SAT, scaffolded score, and hint usage, in the 99-student lab study; the article reports boredom r=−.149 and frustration r=−.218.

"boredom ( r=−.149) and frustration ( r=−.218) were negative correlated with learning while transitions between confusion → frustration (r=.1 03), frus tration → confusion (r=.105), and boredom → engagement (r=.282) were positively corre-lated with learning."

Bosch 2017 (2)¶

Bosch, N., & D'Mello, S. (2017). The Affective Experience of Novice Computer Programmers. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-015-0069-5

q2 · i1 · associational · r1

Partial correlations between significant scaffolded-phase affect transitions and fadeout performance, additionally partialling out the proportions of the constituent states; the article links these transitions to impasse-driven problem solving and re-engagement from boredom.

"W en o t et h a tc o n f u s i o n→ frustration (partial r=.103) and frustration → confusion (partial r=.105) transitions positively correlated with performance."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes
• Affect Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Confusion and frustration followed incorrect solution submissions and preceded hint requests, while coding was the central activity surrounding all affective states — related
• Five of six predicted affect transitions were significant and aligned with the affect dynamics model, but boredom transitioned to engagement rather than to frustration — related
• During novices' first programming lesson, engagement, confusion, frustration, boredom, and curiosity are the dominant affective states, collectively accounting for approximately 73% of affect judgments — related
• Frustration was marginally significantly negatively correlated with learning outcomes, while boredom was unexpectedly positively correlated — related