Emotions, Self-Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis

Autor/inn/en	Ahmed, Wondimu; van der Werf, Greetje; Kuyper, Hans; Minnaert, Alexander
Titel	Emotions, Self-Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis
Quelle	In: Journal of Educational Psychology, 105 (2013) 1, S.150-161 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0030160
Schlagwörter	Mathematics Achievement; Student Motivation; Anxiety; Grade 7; Emotional Response; Self Control; Metacognition; Learning Strategies; Measures (Individuals); Statistical Analysis; Attitude Change; Correlation; Trend Analysis; Psychological Patterns; Learning Motivation + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulische Motivation; Angst; School year 07; 7. Schuljahr; Schuljahr 07; Emotionales Verhalten; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Messdaten; Statistische Analyse; Attitudinal change; Einstellungsänderung; Korrelation; Trendanalyse; Motivation for studies; Lernmotivation
Abstract	The purpose of the current study was twofold: (a) to investigate the developmental trends of 4 academic emotions (anxiety, boredom, enjoyment, and pride) and (b) to examine whether changes in emotions are linked to the changes in students' self-regulatory strategies (shallow, deep, and meta-cognitive) and achievement in mathematics. Four hundred and ninety-five Grade 7 students completed measures assessing their emotions and self-regulatory strategies in mathematics 3 times across 3 terms in a school year. Students' achievement for each term was collected from school records. Growth curve analyses showed that students' enjoyment and pride in mathematics declined, whereas boredom increased over time. Anxiety remained relatively stable across the study period. The growth curve analyses also showed that changes in positive emotions were systematically associated with changes in self-regulated learning and achievement. Overall, the results suggest that in addition to the "will" and the "skill," students need the "thrill" to succeed in school. (Contains 5 tables, 1 figure and 1 footnote.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10