Classroom Motivational Environment Influences on Emotional and Cognitive Dimensions of Student Interest in Mathematics

Autor/inn/en	Carmichael, Colin; Callingham, Rosemary; Watt, Helen M. G.
Titel	Classroom Motivational Environment Influences on Emotional and Cognitive Dimensions of Student Interest in Mathematics
Quelle	In: ZDM: The International Journal on Mathematics Education, 49 (2017) 3, S.449-460 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-016-0831-7
Schlagwörter	Environmental Influences; Student Interests; Mathematics Instruction; Motivation; Student Surveys; Mathematics Teachers; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Elementary School Students; High School Students; Elementary School Teachers; Secondary School Teachers; Student Attitudes; Emotional Response + Suchen Sie Ihr Suchwort? Environmental influence; Umwelteinfluss; Studieninteresse; Mathematics lessons; Mathematikunterricht; psychologische; Motivation (psychologisch); Schülerbefragung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Elementary school; Grundschule; Volksschule; Schülerverhalten; Emotionales Verhalten
Abstract	Interest has long been regarded as an important motivational construct in the learning of mathematics. It has been contended that the development of interest is directed by two control systems: an emotional and a cognitive. Under the former, students are attracted to activities that are enjoyable, whereas under the latter they consciously engage in tasks that might satisfy, for example, later goals. Younger students are more likely to associate emotional responses to interest-related stimuli, whereas older students tend to associate cognitive responses, suggesting qualitative developmental differences for students' interest in mathematics. Yet there are differences between the classroom motivational environments experienced by primary/elementary vs. secondary school students, and the mathematical interest and enthusiasm likely felt and expressed by primary vs. secondary teachers, which may influence dimensions of student interest. Of concern in this study is the extent to which teacher enthusiasm impacts the classroom motivational environments (mastery vs. performance goal orientation) perceived by students and reported by teachers, and thereby dimensions of students' interest for mathematics. Using survey data from 471 students in Grades 3-10 and 44 of their mathematics teachers, we find that students' perceptions of their teachers' enthusiasm for teaching mathematics positively predict their perceptions of a classroom mastery environment, which in turn predicts their interest. However, at the class-level, teachers' enthusiasm for the subject of mathematics negatively predicts the emotional interest of their students. Implications of these results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01