Emotions and motivation in mathematics education: theoretical considerations and empirical contributions

Abstract

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The Role of Perception of Support in the Classroom on the Students’ Motivation and Emotions: The Impact on Metacognition Strategies and Academic Performance in Math and English Classes

“…Despite the importance of the teacher and PNs on student motivation, emotions are also relevant to the study time and academic effort (Van den Broeck et al, 2008). Emotions constitute an evaluative assessment of an external situation, which produces both a psychological and physiological activation in the body and determine our actions, indirectly influencing academic performance (Schukajlow et al, 2017), a relationship mediated by the motivational processes (Elliot and Pekrun, 2007). In this way, positive emotions would influence the intrinsic motivation, for example, when a certain task is completed successfully or when positive expectations increase motivation to favor implementation and further performance.…”

Experiencias Desmotivacionales y Motivacionales de Estudiantes Varones de Ingeniería para Estudiar Matemáticas. El Caso de la Universidad Andrés Bello en Santiago de Chile

“…Ahora bien, en las investigaciones actuales sobre educación matemática, la motivación tiene un papel protagónico en el afecto (Schukajlow et al, 2017;Goldin et al, 2016). El propio Hannula (2012), con la elaboración de su propuesta meta-teórica del Dominio Afectivo, señala que la motivación es un campo muy extenso que merece una atención especial.…”

The issue of ‘proudliness’: Primary students’ motivation towards mathematics

“…Motivation is a central component of learning, including mathematics learning (Gerholm, 2016;Schukajlow, Rakoczy, & Pekrun, 2017). Simply put, "to understand students' behaviour we need to know their motives" (Hannula, 2006, p. 165).…”

“…Even though there has been much research in psychology and general education generating several theories aiming to support explanations about motivation and learning, such as Bandura's (1977) theory about self-efficacy or Wigfield and Eccles' (2000) expectancy-value theory, the topic has not received much attention in mathematics education (Hannula, 2006;Schukajlow et al, 2017). Two relatively recent studies that focus on younger students' motivation for learning mathematicsyear 2 (age 8) and year 5 (age 11)-both report that most students in year 2 express mainly positive motivation towards mathematics whereas students in year 5 express significantly more negative motivation, such as stress (Blomqvist, Elamari & Sumpter, 2012;Dahlgren, Johansson & Sumpter, 2010).…”