{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,30]],"date-time":"2026-09-30T18:08:00Z","timestamp":1790791680531,"version":"4.1.0"},"reference-count":49,"publisher":"SAGE Publications","issue":"4","license":[{"start":{"date-parts":[[2023,10,1]],"date-time":"2023-10-01T00:00:00Z","timestamp":1696118400000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100020950","name":"National Science and Technology Council","doi-asserted-by":"publisher","award":["MOST 109-2511-H-344-001"],"award-info":[{"award-number":["MOST 109-2511-H-344-001"]}],"id":[{"id":"10.13039\/501100020950","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100020950","name":"National Science and Technology Council","doi-asserted-by":"publisher","award":["MOST 110-2511-H-344-001-MY3"],"award-info":[{"award-number":["MOST 110-2511-H-344-001-MY3"]}],"id":[{"id":"10.13039\/501100020950","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Science Progress"],"published-print":{"date-parts":[[2023,10]]},"abstract":"<jats:p>This study investigated the differences in programming novices\u2019 intrinsic motivation and performance within a Scratch-based programming learning environment using a pretest\u2013posttest intervention design. Specifically, this study aimed to examine what and how achievement emotions were aroused to impact learners\u2019 academic success during Scratch implementation processes by employing regression analyses. One hundred and seventy-two undergraduates (Mage\u2009=\u200920.44, SDage\u2009=\u20091.09, 55.8% female) were voluntarily recruited to participate in a Scratch-based instruction workshop during a 6-week period. The workshop was structured with regard to preparation, Scratch-based programming learning and projects, and assessment activities and questionnaire implemented both before the instructional period and after the workshop. The results suggested that the Scratch-based intervention significantly increased students\u2019 overall motivation and examination performance. Concerning achievement emotions, the outcome emotion of hopelessness first negatively predicted students\u2019 motivation and performance. Anxiety then replaced hopelessness as a negative predictor, while enjoyment was the strongest predictor of motives and performance. Taking eight emotions together, the arousal of activity and outcome emotions within visual programming environments facilitated students\u2019 emotion dynamics that impacted motivation and performance. The discussion and contributions concerning the mechanism behind the effectiveness of visualization and the emotion-performance relationship are presented herein.<\/jats:p>","DOI":"10.1177\/00368504231205985","type":"journal-article","created":{"date-parts":[[2023,10,16]],"date-time":"2023-10-16T19:24:20Z","timestamp":1697484260000},"update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":13,"title":["Toward improving student motivation and performance in introductory programming learning by Scratch: The role of achievement emotions"],"prefix":"10.1177","volume":"106","author":[{"given":"Fu-Hsiang","family":"Wen","sequence":"first","affiliation":[{"name":"Department of Management, Air Force Institute of Technology, Kaohsiung, Taiwan"},{"name":"PhD Program in Engineering Science and Technology College of Engineering, National Kaohsiung University of Science and Technology, Kaohsiung, 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