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Background: Students often show unfavourable attribution: they attribute poor school performance to stable factors such as lack of ability and good school performance to variable factors such as effort. However, attribution can be influenced by individualized digital re‐attributional feedback leading to positive motivational effects and higher learning outcomes. This is very promising, but it still is unclear, whether this digital re‐attributional feedback can also be successfully integrated in everyday classroom activities. Objectives: The present field experiment investigated how integrating digital re‐attributional feedback into classroom instruction affects student attribution, motivation and learning outcomes. Methods: In the experiment, 8th–10th grade high school students (N = 322) worked with a digital mathematics learning program which was integrated in a three‐week teaching unit. Half the students in each classroom received only standard feedback after each practice task (SF group); the other half received additionally an individual re‐attributional feedback (RF group) after every third task. Attribution, mathematics self‐concept, and self‐efficacy were measured by an online questionnaire twice a week; learning outcomes in mathematics were measured weekly. Results and Conclusion: Hierarchical analyses showed that re‐attributional feedback led to a more favourable attribution in case of success on stable factors. Especially low‐performing students benefited from this feedback. No effects on attribution in case of failure, self‐efficacy or learning outcomes could be found. Further research could investigate if certain adaptations to the digital re‐attributional feedback is more effective in a real classroom setting and has a broader impact on different students. Lay Description: What is already known about this topic: Working with computers in the classroom and at home is becoming more common.Re‐attributional feedback can increase student's motivation when given directly after solving a task and at a high density.Digital re‐attributive feedback can be given in a high density.Re‐attributional training sessions have been shown to be effective in individual training sessions or outside the students' classroom. What this paper adds: The study took place within a real teaching environment during mathematics class for 4 weeks.Digital re‐attributional feedback sessions were directly integrated into the students' online learning which was part of the teaching plan. The implications of study findings for practitioners: Computer‐based re‐attributional training show some limited effects in regular classroom instruction and could be well integrated in student online learning—when adapted accordingly.Low‐performing students show less favourable attribution than better‐performing students in case of success and benefit the most from re‐attributional training. [ABSTRACT FROM AUTHOR]

Background: Although research on mathematics learning programs has taken off in recent years, little is known about how different person characteristics are related to practice behaviour with such programs. When implementing a mathematics learning program in the classroom, it might be important to know whether students with specific characteristics need more encouragement to make use of this learning opportunity. Objectives: Using a supply‐use model, we analysed the predictive power of students' cognitive characteristics (prior mathematics knowledge), personality traits (conscientiousness), motivational‐affective characteristics (mathematics self‐concept and mathematics anxiety), and family background characteristics (socioeconomic status and migration background) for practising with an adaptive arithmetic learning program. Methods: We used longitudinal data from 203 fifth graders from seven non‐academic‐track schools in Germany. Practice behaviour, measured by completed tasks in the learning program, was recorded weekly for every student over a period of 22 weeks. Results and Conclusions: The results of our multilevel analyses showed that mathematics anxious students practised less with the program. We did not find any relationship with the other characteristics. Takeaways: Our results suggest that mathematics anxious students need more encouragement when practising with a mathematics learning program; otherwise, they do not get the chance to benefit from the use. Lay Description: What is already known about this topic: The use of mathematics learning programmes in mathematics education has recently intensified.It is important that students practice with such learning programmes regularly over a longer period of time in order for them to achieve learning success.Students differ in their mathematics learning behaviour. What this paper adds: Little is known about how person characteristics are related to practice behaviour with mathematics learning programmes.Students may differ in their use of a mathematics learning programme, which is why cognitive characteristics, personality traits, motivational‐affective characteristics, and family background characteristics may affect students' practice behaviour. Implications for practice: Mathematics anxious students practiced less with a mathematics learning program, and need more encouragement to benefit equally from the implementation in school.Teachers should keep in mind that after the initial enthusiasm, practice with a programme may decrease over time, especially after school holidays. [ABSTRACT FROM AUTHOR]

The current study validated the proposed structure of relationships among outcome‐related achievement emotions (pride and anxiety), their cognitive predictors (appraisals und online‐learning‐related self‐efficacy), and learning outcomes (competence gain and satisfaction) in the context of online learning in higher education. On the basis of a sample of 220 university students, we applied structural equation modeling. We found that high self‐efficacy was related to greater perceived control, which was positively associated with interest in online learning. Self‐efficacy showed positive relations with pride and negative relations with anxiety. Interest was positively associated with pride, competence gain, and satisfaction. Both outcomes also showed direct positive relations with pride, whereas anxiety was negatively associated with satisfaction only. Furthermore, three substantial indirect effects of self‐efficacy on the two outcomes were revealed. The findings supported the role of anxiety and pride as mediators between cognitions and learning outcomes although also direct relationships between interest and learning outcomes were observed. Lay Description: What is currently known about the subject matter? achievement emotions are mediators between learner's appraisals and learning outcomeshowever, little research on emotions as antecedents of achievement in academic online learningfew studies differentiated effects of dispositional and contextual appraisalsregarding emotions, pride as affective antagonist of anxiety remains underresearched What does the paper add to the topic? The manuscript examines antecedents and outcomes of pride and anxiety as antagonistic emotionsdifferentiates the interplay among three kinds of appraisals on emotionsinvestigates differential effects of emotions on affective and competence‐based outcomesexamines direct and indirect associations between the study variables using latent modeling Implications for practitioners? Lecturers should address rather students' positive emotions like pride than anxiety in online learning settingsfoster learners' interest to enhance pride, as well as outcomes like satisfaction and competence gainstrengthen students' self‐efficacy to decrease anxiety that is linked to lower satisfaction [ABSTRACT FROM AUTHOR]