Del 759 - Europaeische Hochschulschriften / European University Studies / Publications Universitaires Européennes

Affective Aspects of Learning

Adolescents’ Self-Concept, Achievement Values, Emotions, and Motivation in Learning Mathematics

Häftad, Engelska, 2009

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This empirical study describes and analyzes adolescents’ affective and cognitive processes involved in learning mathematics. Correlation-regression statistics reveal that positive emotions positively correlated with learning strategy use, whilst negative emotions negatively correlated with learning strategy use in general; math self-concept and achievement values positively correlated with positive emotions, and negatively correlated with negative emotions. In addition, math achievement was compromised in particular by negative environmental factors and negative affect. Furthermore, math self-concept was found to mediate the impact of environmental factors on emotions. Since math self-concept could buffer negative learning environment’s impact on negative affect, maintaining and enhancing students’ math self-concept is important in both school and home contexts.

Produktinformation

Utgivningsdatum2009-07-27
Mått148 x 210 x 14 mm
Vikt320 g
FormatHäftad
SpråkEngelska
SerieEuropaeische Hochschulschriften / European University Studies / Publications Universitaires Européennes
Antal sidor236
FörlagPeter Lang AG
ISBN9783631586686

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The Author: Junmei Xiong was born in Wuhan (China). She got her B.A. from the English Department of Hubei University. After that she practiced two years of English teaching in Wuhan. She got her M.A. (Psychology of Excellence in Business and Education) and Dr. phil. from the Institute of Psychology and Pedagogy of the Ludwig-Maximilians-University Munich. Her interest is adolescents’ cognitions and emotions in learning.

Contents: Affective aspects of learning – Adolescents’ affective, motivational, and cognitive processes in learning mathematics – Math self-concept – Achievement values – Achievement emotions and motivation – Learning strategies – Self-regulated learning – Learning environment – Dynamic affective-cognitive learning processes and outcome model – Pedagogical implications: multiple channels to support development and enhance achievement – Cultural impact on achieving motivation and emotions.