Stimulating Positive Emotional Experiences in Mathematics Learning: Influence of Situational and Personal Factors

Autor/inn/en	Winberg, T. Mikael; Hellgren, Jenny M.; Palm, Torulf
Titel	Stimulating Positive Emotional Experiences in Mathematics Learning: Influence of Situational and Personal Factors
Quelle	In: European Journal of Psychology of Education, 29 (2014) 4, S.673-691 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-014-0220-y
Schlagwörter	Emotional Experience; Prediction; Mathematics Instruction; Secondary School Students; Questionnaires; Student Attitudes; Multivariate Analysis; Student Motivation; Correlation; Teaching Methods; Learning Motivation; Individual Characteristics + Suchen Sie Ihr Suchwort? Vorhersage; Mathematics lessons; Mathematikunterricht; Sekundarschüler; Fragebogen; Schülerverhalten; Multivariate Analyse; Schulische Motivation; Korrelation; Teaching method; Lehrmethode; Unterrichtsmethode; Motivation for studies; Lernmotivation; Personality characteristic; Personality traits; Persönlichkeitsmerkmal
Abstract	The study aims to assess the relative importance of a large number of variables for predicting students' positive-activating emotions during mathematics learning. Participants were 668 first-year upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students' perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students' emotional experiences during this lesson. Single-construct and multivariate models for predicting students' emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59% of the variance in students' emotional experiences. The two most important constructs were students' type of motivation and perceived degree of learning, which together predicted 48% of the students' emotions. Single-construct models predicted, at most, 36%. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10