Beyond Math Anxiety: Positive Emotions Predict Mathematics Achievement, Self-Regulation, and Self-Efficacy

Autor/inn/en	Villavicencio, Felicidad T.; Bernardo, Allan B. I.
Titel	Beyond Math Anxiety: Positive Emotions Predict Mathematics Achievement, Self-Regulation, and Self-Efficacy
Quelle	In: Asia-Pacific Education Researcher, 25 (2016) 3, S.415-422 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-015-0251-4
Schlagwörter	Mathematics Anxiety; Mathematics Achievement; Affective Behavior; Self Management; Self Efficacy; Prediction; Predictor Variables; Positive Attitudes; Hypothesis Testing; College Mathematics; Trigonometry; Questionnaires; Scores; Regression (Statistics); Gender Differences; Affective Measures; College Students; Foreign Countries; Philippines + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Affective disturbance; Active behaviour; Affektive Störung; Selbstmanagement; Self-efficacy; Selbstwirksamkeit; Vorhersage; Prädiktor; Hypothesenprüfung; Hypothesentest; Trigonometrie; Fragebogen; Regression; Regressionsanalyse; Geschlechterkonflikt; Collegestudent; Ausland; Philippinen
Abstract	Research on the affective dimensions of mathematics learning and achievement has tended to focus on negative emotions and on mathematics anxiety in particular, with much less work on positive emotions. Drawing from a positive education perspective, we aim to contribute to the growing literature on positive emotions and learning. We hypothesize that positive emotions are associated with learning and achievement in mathematics, even when mathematics anxiety is considered. Filipino students enrolled in a college trigonometry course completed the Academic Emotions Questionnaire-Mathematics and scales assessing their self-efficacy and self-regulation in trigonometry. Students' final grades for the course were recorded with their informed consent. Hierarchical regression analysis indicated that "enjoyment" and "pride" explained a significant amount of variance in the final grades, self-regulation, and self-efficacy, even after accounting for the variance explained by gender and anxiety. Although the results cannot be interpreted as indicating a causal relationship between positive emotions and achievement, the results indicate how positive emotions in mathematics learning can contribute to a more balanced picture of the role of affective states in mathematics learning. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01