The effect of making deliberate errors on attitude to error and academic emotions of girls students of the second secondary school

The purpose of this research was to determine the effect of deliberate errors on the attitude to error and academic emotions of female students of the high school in Chegeni City in the academic year of 1402-1401. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all students of the high school in Chegeni city in the academic year of 1402-1401. 30 people (15 people in the experimental group and 15 people in the control group) were selected from the mentioned statistical population, and they were randomly assigned to two experimental and control groups. The research tools were the researcher-made questionnaire of Attitude to Error Questionnaire (AEQ) and the Academic Emotions Questionnaire (AEQ) (Pekrun et al., 2011). The data was analyzed by multivariate covariance analysis. The findings showed that by controlling the effect of the pre-test, there was a significant difference (P<0.001) between the mean of the post-test variables of attitude to error and academic emotions in the two experimental and control groups. Based on the present findings, it can be concluded that making deliberate errors increases the positive attitude to error and increases positive academic emotions in students.