Affective Aspects of Learning : Adolescents’ Self-Concept, Achievement Values, Emotions, and Motivation in Learning Mathematics
New
by
Junmei Xiong
Book Details
Format
Paperback / Softback
Book Series
Europaeische Hochschulschriften / European University Studies / Publications Universitaires Europeennes
ISBN-10
363158668X
ISBN-13
9783631586686
Edition
New
Publisher
Peter Lang AG
Imprint
Peter Lang AG
Country of Manufacture
DE
Country of Publication
GB
Publication Date
Jul 27th, 2009
Print length
236 Pages
Weight
318 grams
Dimensions
15.00 x 21.10 x 1.40 cms
Ksh 10,200.00
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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.
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.
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