Exploring the Correlations Between Self-Reported and Observed Emotions and Engagement While Using the ST Math Software (Poster 20)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Advances in STEM Learning and Educational Psychology

Abstract

Students' emotions and engagement influence learning outcomes and attitudes. This study explores the alignment between self-reported and observed emotional engagement in elementary mathematics classrooms using the ST Math software. Employing experience-sampling surveys and the BROMP observation protocol, we analyzed data from 93 students across 12 classrooms. Results reveal significant correlations between self-reported and observed emotions, with notable alignments in boredom, confusion, and frustration. The study contributes to understanding emotion measurement in educational settings and highlights the importance of multi-method approaches in assessing student engagement and affect. Findings offer insights to foster positive emotional experiences and engagement in mathematics education.

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