Emotions and Self-Regulated Learning in Mathematics: A Longitudinal Study

• In Event: Poster Session 17
  In Poster Session: Cognition and Motivation in STEM

Abstract

The purpose of the current study was twofold: (1) to investigate the general developmental trends of four academic emotions (anxiety, boredom, enjoyment and pride) and (2) to examine whether changes in emotions influence the changes in students’ self-regulatory strategies (shallow, deep and meta-cognitive) in mathematics in a sample of 497 grade 7 students (51% girls). The participants completed measures assessing their emotions and self-regulatory strategies in mathematics three times in a school year. Growth curve analyses showed that students’ enjoyment and pride in mathematics decline, whereas boredom increases 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.

Author

• Wondimu Ahmed, University of Groningen