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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Affective Aspects of Learning; Adolescents' Self-Concept, Achievement Values, Emotions, and Motivation in Learning Mathematics

Affective Aspects of Learning; Adolescents' Self-Concept, Achievement Values, Emotions, and Motivation in Learning Mathematics

Xiong, Junmei

Paperback

Series: Europaeische Hochschulschriften / European University Studie, Book 759

Child PsychologyGeneral MathematicsGeneral Psychology

ISBN10: 363158668X
ISBN13: 9783631586686
Publisher: Peter Lang D
Published: Jul 27 2009
Pages: 238
Weight: 0.64
Height: 0.50 Width: 5.83 Depth: 8.27
Language: English
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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