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1.
Gustavo Martínez-Sierra María del Socorro García-González 《International Journal of Science and Mathematics Education》2017,15(2):349-369
Little research in the field of Mathematics Education is directed towards emotions of students beyond their emotions in problem-solving. In particular, the daily emotions of students in a mathematics class have been sparsely studied in the field of mathematics education. In order to fill this gap, this qualitative research aims to identify high school students’ emotional experiences in the mathematics classroom and identify the appraisal structures that support such emotional experiences. Focus group interviews were carried out until theoretical saturation of the data was achieved (N = 53 in nine focus groups interviews). Data analysis is based on the theory of cognitive structure of emotions, which specifies eliciting situations for each emotion and the variables that affect intensity. The emotional experiences in this structure are as follows: satisfaction, disappointment, hope, fear, joy, distress, boredom, interest, pride, reproach, self-reproach, like and dislike. These results show that the emotional experiences of students are based on their appraisals of events, objects and agents in terms of a structure of goals. 相似文献
2.
The current investigation was designed to identify emotion states students experience during mathematics activities, and in particular to distinguish emotions contingent on experiences of success and experiences of failure. Students’ task-related emotional responses were recorded following experiences of success and failure while working with an individualised computer-based mathematics learning environment. In addition, relations between these patterns of emotional responses after success and failure experiences and trait-like motivational variables, self-concept of ability, subject value, orientation to learning from errors, goal orientation and causal attributions, were examined. Two separate studies are reported. In Study 1 emotions associated with success and failure experiences in mathematics were investigated in relation to self-concept of ability, subject value and orientation to learning from errors. In Study 2, patterns of emotion following success and failure were examined in relation to students’ goal orientation and their causal attributions for success in school. 相似文献
3.
Donna King Stephen Ritchie Maryam Sandhu Senka Henderson 《International Journal of Science Education》2013,35(12):1886-1914
Science activities that evoke positive emotional responses make a difference to students’ emotional experience of science. In this study, we explored 8th Grade students’ discrete emotions expressed during science activities in a unit on Energy. Multiple data sources including classroom videos, interviews and emotion diaries completed at the end of each lesson were analysed to identify individual student's emotions. Results from two representative students are presented as case studies. Using a theoretical perspective drawn from theories of emotions founded in sociology, two assertions emerged. First, during the demonstration activity, students experienced the emotions of wonder and surprise; second, during a laboratory activity, students experienced the intense positive emotions of happiness/joy. Characteristics of these activities that contributed to students’ positive experiences are highlighted. The study found that choosing activities that evoked strong positive emotional experiences, focused students’ attention on the phenomenon they were learning, and the activities were recalled positively. Furthermore, such positive experiences may contribute to students’ interest and engagement in science and longer term memorability. Finally, implications for science teachers and pre-service teacher education are suggested. 相似文献
4.
Gerda Hagenauer Michaela Gläser-Zikuda Barbara Moschner 《Journal of Further & Higher Education》2018,42(6):808-826
Based on self-determination theory, this study seeks to explore whether a study environment that provides relevant conditions for students’ basic psychological need-satisfaction can lead to more positive and less negative emotional experiences. It also addresses the question of how emotions experienced in the university context are related to students’ overall life-satisfaction and study commitment. German students in teacher education programmes (N = 792) participated in the study by completing questionnaires. The results (estimated by path-modelling) reveal that students’ emotions can be predicted by a variety of environmental conditions associated with different basic psychological needs. Altogether, the model is able to explain 28.5% of the variance in positive emotions and 39.6% in negative emotions. The strongest predictor of students’ positive and negative emotions was the perceived relevance of the study material, a factor related to the need for autonomy. This perceived relevance also had a direct impact on study commitment. Furthermore, positive relationships with peers proved to be of importance for positive and negative emotions as well as for overall life-satisfaction. As expected, emotions at university predicted life-satisfaction and study commitment, with a particularly strong association between positive emotions and study commitment. The results point to the necessity to support study conditions that facilitate the fulfilment of students’ basic psychological needs in order to ensure students’ emotional well-being and enhance study commitment. 相似文献
5.
Temi Bidjerano 《Journal of Experimental Education》2013,81(3):318-342
This study explored the occurrence of self-concsious emotions in response to perceived academic failure among 4th-grade students from the United States and Bulgaria, and the author investigated potential contributors to such negative emotional experiences. Results from structural equation modeling indicated that regardless of country, negative affectivity—as an individual predisposition to experience highly negative emotions—predicted self-conscious emotions toward academic failure. However, culture appeared to condition the relative importance of some family process variables in children's experiences of self-consious emotions. Bulgarian children's emotional experiences were amplified by the negative valence of their parents’ evaluative feedback in the aftermath of academic failure. In contrast, U.S. children's perceptions of failure appeared to be less influenced by their parents’ judgments. The findings of the study are interpreted in the light of cultural differences. 相似文献
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7.
Karen Zschocke Marold Wosnitza Kathrin Bürger 《European Journal of Psychology of Education - EJPE》2016,31(3):359-384
Small group work is common practice in higher education. However, empirical research on students’ emotions related to group work is still relatively scarce. Particularly, little is known about students’ appraisals of a group task as antecedents of emotions arising in the context of group work. This paper provides a first attempt to systematically disentangle the relationship between individual differences in group work appraisals and emotions that arise in the context of a real-life group assignment. Beginning and end questionnaires (with an interval of 6 weeks) from 446 teacher education students who completed a mandatory, assessed group assignment within a university course were used to examine students’ multi-dimensional group work appraisals and emotional experiences. Findings showed that individual differences in emotions emerge as a function of appraisal processes and provided support for systematically treating students’ group work experiences as multi-dimensional, as appraisal dimensions have distinct implications for students’ emotional experiences. 相似文献
8.
Wondimu Ahmed Alexander Minnaert Greetje van der Werf Hans Kuyper 《Learning and individual differences》2010,20(5):507-511
This study examined the mutual influence of relatively stable personal competence and value beliefs and lesson specific appraisals of competence and value on daily emotional experiences of students in the classroom context. Personal competence and value beliefs were measured by means of questionnaire whereas appraisals and daily emotions were assessed by means of diary forms completed over a two-week period. Multilevel analyses of data from 120 grade seven students revealed that both personal competence-value beliefs and appraisals played an important role in determining daily emotional experiences in the classroom. More importantly, the results showed that the effects of stable personal variables on daily emotional experiences were mediated by lesson specific appraisals. In general, the results support cognitive mediational models of emotion that capitalize on the importance of both personal and situational characteristics in emotion elicitation. 相似文献
9.
Maciel M. Hernández Nancy Eisenberg Carlos Valiente Tracy L. Spinrad Rebecca H. Berger Sarah K. VanSchyndel 《Early education and development》2018,29(1):1-13
Positive emotional expressivity has been associated with increased social competence and decreased maladjustment in childhood. However, a few researchers have found null or even positive associations between positive emotional expressivity and maladjustment, which suggests that there may be nuanced associations of positive expressivity, perhaps as a function of the social context in which it is expressed. We examined whether observed positive emotional expressivity balance across peer-oriented/recreational and learning contexts predicted kindergarten children’s adjustment (N = 301). Research Findings: Higher positive expressivity during lunch/recess compared to positive expressivity in the classroom was associated with lower teacher–student conflict, externalizing behaviors, and depressive symptoms. In addition, overall positive emotional expressivity predicted lower externalizing behaviors as well as lower depressive and anxiety symptoms. Practice or Policy: The results suggest the importance of assessing observed positive emotional expressivity in context as a potential indicator of children’s maladjustment risk and the need for children to adapt their emotions to different contexts. Implications for assessing and supporting positive emotional expression balance and training emotional regulation in school are discussed. 相似文献
10.
This research focused on teacher communication behaviour as an influential factor in students’ educational experiences. This study examined students’ perceptions of emotion (involving teachers’ emotional support, students’ emotional work and students’ positive emotional valence toward class and teacher) as influenced by a variety of predicting variables: perceptions of teacher affinity-seeking as well as teachers’ positive behaviour alteration techniques, verbal immediacy and teacher online presence (involving the three factors of instructional design, organisation facilitating discourse and direct instruction). Relying on survey data collected from undergraduate and graduate students across disciplines enrolled in course offerings at a large public university, quantitative analysis examined relationships among existing factors previously studied in educational and communication research. Although this study uncovered multiple significant relationships between variables in the data set, students’ perceptions of their teachers’ verbal immediacy and presence in their instructional design were found to be most predictive relative to students’ emotions in online classrooms. Ultimately this project addresses and emphasises the need to more fully examine students’ emotions and related social experiences with virtual teachers and course content in higher education. 相似文献
11.
Yasemin Tas 《European Journal of Psychology of Education - EJPE》2016,31(4):557-577
This study investigated middle school students’ engagement in science in relation to students’ perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical multiple regression analyses were conducted on the dependent variables of cognitive, behavioral, emotional, and agentic engagement. The results indicated that engagement components were positively predicted by most of the perceived learning environment variables, while motivational factors had some differential predictive effects on engagement components. The predictor variables explained 26, 28, 33, and 30 % of the variance in the cognitive, behavioral, emotional, and agentic engagement components, respectively. 相似文献
12.
Katherine M. Zinsser Susanne A. Denham Timothy W. Curby Rachel Chazan-Cohen 《Learning Environments Research》2016,19(2):267-290
Early childhood centres are vibrant social communities where child and adult emotions are integral to learning. Previous research has focused on teaching practices that support children’s social-emotional learning; fewer studies have attended to relevant centre-level factors, such as the emotional leadership practices of the centre director. The present study qualitatively explored the role of directors in cultivating climates supportive of social-emotional teaching and learning. Program administrators (N = 12) were interviewed to inform a model of Positive Early Emotional Leadership. Findings indicate that administrators believe that they play a vital role in creating and maintaining positive centre emotional climates. Moreover, the ways in which directors influence the climate of the centre resemble the emotion socialization processes identified previously in parenting and teaching literatures. These findings connect developmental theory to educational practice, highlighting the potential connections among centre directors’ leadership practices, teachers’ emotional experiences at work, and children’s social and emotional learning. 相似文献
13.
In this study, 12 pre-service mathematics teachers worked in teams to develop their knowledge and skills in using teacher-led spreadsheet demonstrations to help students explore mathematics concepts, stimulate discussions and perform authentic tasks through activity-based lessons. Pre-service teachers’ lesson plans, their instruction of the lessons designed, experiences and lesson enactment outcomes were examined. The pre-service teachers in the study were able to develop and demonstrate their knowledge and skill adequately in designing and enacting activity-based mathematical lessons supported with spreadsheets. The results also showed that the pre-service teachers’ use of the spreadsheet as an instructional tool promoted student in-depth mathematical concept formation and an activity-based learning approach to make lessons less teacher centred and more interactive. 相似文献
14.
This study investigates when and how students activate co- and socially shared emotion and motivation regulation in collaborative learning and whether the S-REG mobile application tool can support this regulation. In a mathematics course, 44 higher education students worked with a collaborative assignment. The S-REG tool traced groups' emotional and motivational states in different sessions, and the occurrence of co-regulation and shared regulation of motivation and emotions were coded from video-recorded collaborative work (44 h). The groups activated more co-regulation than shared regulation of emotions and motivation, but the shared-regulation episodes were longer-lasting. The groups’ emotional and motivational states were associated with the occurrence of co-regulation in the beginning of the learning sessions. The results suggest that the S-REG tool balanced collaboration by prompting the groups to regulate emotions and motivation right in the beginning of the motivationally and emotionally challenging learning sessions. 相似文献
15.
Ellen Rydell Altermatt 《Journal of Experimental Education》2015,83(2):218-235
This study examined the role that everyday academic successes and failures—and the interactions with family members and peers that follow these events—play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students’ daily academic experiences and social interactions varied by both sex and interaction partner, and that students’ daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students’ interpersonal relationships and school adjustment are discussed. 相似文献
16.
Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement. The sample consisted of 1307 sixth through eighth grade students (51.6% female, 59.0% White, 30.8% African American, and 10.3% other race; 42.3% receive free/reduced price lunch) from 70 mathematics classrooms. Results indicated that teachers who used more dialogic mathematics instruction had students who reported more enjoyment and pride, and less anger and boredom. Males and low-achieving students reported more positive and fewer negative emotions with greater dialogic instruction compared to their female and high-achieving counterparts. 相似文献
17.
Kathleen Jablon Stoehr 《Journal of Mathematics Teacher Education》2017,20(2):119-139
Mathematics education researchers have investigated mathematics anxiety in prospective elementary teachers. While many of these studies have focused on the bodily sensations and emotions of mathematics anxiety, particularly those felt in assessment situations, opportunities remain to investigate how prospective elementary teachers interpret their experiences with mathematics anxiety and connect them over time to compose personal histories of mathematics anxiety. Currently, over 90 % of elementary teachers in US schools are women, and women have been shown to suffer more from mathematics anxiety than do men. In this article, I analyze how one woman prospective elementary teacher described, explained, and related her experiences of mathematics anxiety across her personal narratives of learning mathematics as a K-12 student and of learning to teach mathematics as a college student in a teacher preparation program. My research demonstrates that experiences of mathematics anxiety may persist beyond assessment situations to influence women prospective elementary teachers’ larger mathematical histories. I also show that women prospective elementary teachers may interpret mathematics anxiety as specific fears (e.g., loss of opportunities for social participation) and may develop particular coping strategies related to those fears. Finally, I point out that while a coping strategy may be used consistently across K-12 mathematics learning and undergraduate teacher preparation, and may even offer a woman prospective elementary teacher some relief from mathematics anxiety, it may also limit her mathematics learning and professional development. To conclude, I present implications of my research for mathematics teacher educators. 相似文献
18.
We assessed undergraduates’ representations of the greenhouse effect, based on student-generated concept sketches, before and after a 30-min constructivist lesson. Principal component analysis of features in student sketches revealed seven distinct and coherent explanatory models including a new Molecular Details model. After the lesson, which described the invisible molecular behaviour of gases, this group (n = 164) produced significantly more expert-like representations of the greenhouse effect, and included fewer novice ideas. The key behaviour that greenhouse gases emit radiation in random directions is new to most students and directly counters common explanations involving reflection and ‘trapping’ of radiation in the atmosphere. Thus, learning molecular behaviour of greenhouse gases may help students replace non-expert explanatory models. This Molecular Details model has not been previously identified, and is unlikely to have emerged from human evaluation of student sketches alone. When teaching the greenhouse effect, we propose that interventions explicitly incorporate greenhouse gas behaviour. 相似文献
19.
Relationship quality and emotional experience are both important constructs in learning environments but the question of how they are linked requires more attention in empirical research. We hypothesized reciprocal associations between student-teacher relationship quality (i.e., interpersonal closeness) and students' emotions in the classroom (i.e., enjoyment, pride, anxiety, anger, boredom, and shame). Data from a two-wave longitudinal study with annual assessments in grade 10 (Time 1) and 11 (Time 2) were used to test this hypothesis (N = 535; mean age at Time 1: 16.7 years, SD = 0.6). Student-perceived relationship quality and students’ emotions were assessed in the academic domains of mathematics, German, English, and French. In line with our hypothesis, cross-lagged panel models showed reciprocal associations: Higher relationship quality was associated with stronger positive emotions and weaker negative emotions over time. In turn, lower negative emotions and higher positive emotions were associated with higher relationship quality. The association between initial emotions and student-teacher relationship quality one year later was stronger than the reverse association. Further, the links between relationship quality and emotions were largely equivalent across school domains but differed in strength across emotions. Implications for future research and educational practice are discussed. 相似文献
20.
Wen-Wei Chiang 《International Journal of Science Education》2013,35(6):908-928
Contemporary research into science education has generally been conducted from the perspective of ‘conceptual change’ in learning. This study sought to extend previous work by recognizing that human rationality can be influenced by the emotions generated by the learning environment and specific actions related to learning. Methods used in educational psychology were adopted to investigate the emotional experience of science students as affected by gender, teaching methods, feedback, and learning tasks. A multidisciplinary research approach combining brain activation measurement with multivariate psychological data theory was employed in the development of a questionnaire intended to reveal the academic emotions of university students in three situations: attending science class, learning scientific subjects, and problem solving. The reliability and validity of the scale was evaluated using exploratory and confirmatory factor analyses. Results revealed differences between the genders in positive-activating and positive-deactivating academic emotions in all three situations; however, these differences manifested primarily during preparation for Science tests. In addition, the emotions experienced by male students were more intense than those of female students. Finally, the negative-deactivating emotions associated with participation in Science tests were more intense than those experienced by simply studying science. This study provides a valuable tool with which to evaluate the emotional response of students to a range of educational situations. 相似文献