Cognitive Appraisals, Achievement Emotions, and Motivation towards Learning Mathematics among Lower Secondary Students

Relations between perceived teacher’s autonomy support, cognitive appraisals and boredom in physics learning among lower secondary school students

“…Further, Kiwanuka et al (2017) in an effort to try and understand the relationship between the social environment and psychological attributes found that learners who reported more enjoyment of and greater self-confidence in mathematics also perceived teacher's behaviour to promote more classroom interaction through questioning and modeling through supporting learners in developing their way of handling math tasks without the need for constant directions from the teacher. Researchers have found that learner-related variables like low motivation, low self-efficacy, low task value and poor attitudes towards science to be associated with low achievement in STEM (See Muwonge et al, 2018;Opolot-Okurut, 2005). Hence, the teachinglearning environment mostly structured by teacher behaviours towards learners influences learners' classroom experiences that eventually structure their cognitive appraisals and emotional experiences.…”

“…This concern about the consistent low performance in STEM disciplines however is also still an issue for many developed countries as it may impede further development. Studies have linked poor performance in STEM subjects to psychological factors including poor attitudes; high achievement anxiety; low interest and motivation, lack of enjoyment, low task value and self-efficacy; and others (Kiwanuka et al, 2017;Muwonge, Ssenyonga, & Kwarikunda, 2018;Opolot-Okurut, 2005) that rapidly increase during the early high school years (Patall, Dent, Oyer, & Wynn, 2013;Reid & Skryabina, 2003).…”

“…Current research stemming from Pekrun's (2006) Control Value Theory of Achievement Emotions (CVTAE) focuses on the antecedents and effects of achievement emotions (Liu et al, 2018;Muwonge et al, 2018;Wang et al, 2017). Of particular concern is the relationship between these emotions and students' perceptions of control and value of the learning activities, that are often structured by the social environment.…”

“…Of particular concern is the relationship between these emotions and students' perceptions of control and value of the learning activities, that are often structured by the social environment. Among the studies conducted in STEM disciplines, those focusing on mathematics highly dominate (Lazarides & Buchholz, 2019;Liu et al, 2018;Muwonge et al, 2018;Wang et al, 2017). However, unlike the widely studied test anxiety, other negative emotions like boredom and its potential antecedents remain relatively unexplored (Pekrun, Goetz, Daniels, Stupinsky, & Perry, 2010).…”

The Relationship between Learning Motivation and Emotional Intelligence with Physics Learning Achievement of Public High School Students Class XI MIA in Singaraja City

“…Agreeing with this, Yuliawan (2016) revealed that in learning activities, the motivation can be said to be a driving force within students that increase learning activities and gives direction to learning activities, so the desired goals can be achieved by students. This statement is supported by Muwonge et al (2018) by stating that students who do not have the motivation to learn will not be able to organize their learning efforts systematically, thus, when students do not understand the material given, they will not ask for help. This indicates that students' interest in this subjects is low so students are not motivated to solve problems in the lesson.…”