Incremental Beliefs of Ability, Achievement Emotions and Learning of Singapore Students

Autor/inn/en	Luo, Wenshu; Lee, Kerry; Ng, Pak Tee; Ong, Joanne Xiao Wei
Titel	Incremental Beliefs of Ability, Achievement Emotions and Learning of Singapore Students
Quelle	In: Educational Psychology, 34 (2014) 5, S.619-634 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.909008
Schlagwörter	Academic Achievement; Academic Ability; Mathematics Achievement; Correlation; Student Attitudes; Self Concept; Learner Engagement; Mathematics Tests; Scores; Structural Equation Models; Attention Control; Behavior Problems; Foreign Countries; Secondary School Students; Statistical Analysis; Singapore; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Korrelation; Schülerverhalten; Selbstkonzept; Aufmerksamkeitstest; Ausland; Sekundarschüler; Statistische Analyse; Singapur
Abstract	This study investigated the relationships of students' incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students' end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10