Unmasking Emotions: Variance in Student Reports of Emotions While Using Spatial-Temporal Math

• In Event: Measuring and Regulating Emotions in Diverse Learning Contexts

Abstract

Students' emotions vary across time and based upon their contextual situation. How well a student expects themselves to perform as well as how much value they place in the activity will contribute to the emotions they feel (Pekrun, 2002), and different contexts may have different affordances regarding these control and value perspectives. Variance in reported emotions was examined as students engaged in a theoretically motivating context, an elementary mathematics learning technology. Students’ (n=93, 3rd-5th grades) self-reported emotions displayed more variance within students (60%+) than between students, and minimal variance across teachers (< 7%). Boredom was reported with the most stability. Results have implications for control-value theory and understanding of variance in student emotions across contexts.

Authors

• Yiqin Cao, University of Delaware

• Rosa Julia Mykyta-Chomsky, University of Delaware

• Andrew Rodrigues, University of Delaware

• Sotheara Veng, University of Delaware

• Teomara Rutherford, University of Delaware