Research Byte: Emotions, Self-Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis

PT J
AU Ahmed, W
van der Werf, G
Kuyper, H
Minnaert, A
AF Ahmed, Wondimu
van der Werf, Greetje
Kuyper, Hans
Minnaert, Alexander
TI Emotions, Self-Regulated Learning, and Achievement in Mathematics: A
Growth Curve Analysis
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
AB The purpose of the current study was twofold: (a) to investigate the
developmental trends of 4 academic emotions (anxiety, boredom,
enjoyment, and pride) and (b) to examine whether changes in emotions are
linked to the changes in students' self-regulatory strategies (shallow,
deep, and meta-cognitive) and achievement in mathematics. Four hundred
and ninety-five Grade 7 students completed measures assessing their
emotions and self-regulatory strategies in mathematics 3 times across 3
terms in a school year. Students' achievement for each term was
collected from school records. Growth curve analyses showed that
students' enjoyment and pride in mathematics declined, whereas boredom
increased over time. Anxiety remained relatively stable across the study
period. The growth curve analyses also showed that changes in positive
emotions were systematically associated with changes in self-regulated
learning and achievement. Overall, the results suggest that in addition
to the "will" and the "skill," students need the "thrill" to succeed in
school.
PD FEB
PY 2013
VL 105
IS 1
BP 150
EP 161
ER