Academic Emotions in Mathematics: A Meta-Analysis

• In Event: Crown Plaza Roundtable Session 3
  In Roundtable Session: Challenges and Issues in Assessing Social and Emotional Competence

Abstract

Emotions play an important role in the learning process. While most research is focused on improving student mathematics performance on high-stakes tests from cognitive approaches, little has been paid to improving mathematic performance by measuring student’s emotions. The objective of this study is to perform a meta-analysis of positive and negative emotional responsiveness as well as individual emotional sub-categories in mathematic performance. It was concluded that grouped positive emotions (hope, pride, interest, excitement, enjoyment, and liking) revealed a medium-small positive effect. Specifically, the positive emotion – hope revealed a medium-large positive effect. Whereas, grouped negative academic emotions (shame, hopelessness, anger, anxiety, and boredom) revealed a medium-small negative effect. Specifically, the negative academic emotion – shame revealed a medium negative effect.

Author

• Colleen Pinar, Independent Researcher