Examining the Relations between Emotions, Motivation, Classroom Engagement and Achievement in Mathematics

Autor/inn/en	Alpaslan, Muhammet Mustafa; Ulubey, Özgür
Titel	Examining the Relations between Emotions, Motivation, Classroom Engagement and Achievement in Mathematics
Quelle	In: International Journal of Research in Education and Science, 7 (2021) 4, S.1042-4057 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Alpaslan, Muhammet Mustafa) ORCID (Ulubey, Özgür)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Correlation; Student Motivation; Student Participation; Middle School Students; Grade 7; Psychological Patterns; Achievement Need; Mathematics Achievement; Goal Orientation; Self Efficacy; Learner Engagement; Class Activities; Public Schools; Foreign Countries; Turkey; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Korrelation; Schulische Motivation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 07; 7. Schuljahr; Schuljahr 07; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Public school; Öffentliche Schule; Ausland; Türkei
Abstract	The purpose of this correlational research was to examine the relationship between achievement emotions, motivation, and classroom engagement in mathematics among Turkish middle school students, and to determine how these three variables predicted academic achievement in mathematics. 549 seventh grade students in a province located in the south-west region of Turkey participated in the study. Relations among variables were examined by utilizing structural equation modeling. Results of this study provided evidence for the theoretical model that explained the relations between achievement emotions, motivation and classroom engagement and their contributions to a significant amount of mathematic achievement in Turkish contexts. In addition, it was found that the contributions of achievement emotions to engagement depend on whether they were activity- and outcome-focused or deactivating and activating emotions. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01