How Do We Engage Students in Mathematics? Exploring Interest, Goal Orientations, and Achievement Emotions

• In Event: 58.084 - Poster Session 13
  In Poster Session: 58.084-4 - Poster Session 2: Motivational and Affective Processes

Abstract

This study examined the effects of interest, goal orientation, and academic emotions have on cognitive engagement in mathematics. University students were asked to complete surveys that assessed interest in mathematics, goal orientations, achievement emotions and cognitive engagement. Different patterns appeared according to level of engagement. Negative emotions, mastery goal orientation, and performance avoidance orientations predicted shallow engagement. Whereas positive and negative emotions, mastery and performance avoidance goal orientations predict deep engagement. Interest in mathematics predicted cognitive engagement in earlier models but not when achievement emotions were included. From these results, we suggest more research is required in exploring how achievement emotions may mediate student motivation to engage cognitively while learning mathematics.

Author

• Brett D. Campbell, Utah State Board of Education