Students' motivational and emotional experiences and their relationship to persistence during academic challenge in mathematics and reading

Tulis, Maria; Fulmer, Sara M.

doi:10.1016/j.lindif.2013.06.003

Cited by 94 publications

(64 citation statements)

References 72 publications

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“…Badanie przeprowadzone w amerykańskich szkołach wykazało, że podczas lekcji matematyki i czytania uczniowie popadali w nudę w obliczu ambitnych zdań, do wykonania których brakowało im wytrwałości (Tulis i Fulmer, 2013).…”

Section: Nuda W Badaniachunclassified

Nuda a praktyczna nauka języka angielskiego

Kruk

Zawodniak

2017

Neofilolog

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Boredom in practical English language classesAlthough boredom is among the most common academic emotions experienced by students at all possible levels of education, so far it has not received due attention from SLA theorists and researchers. Accordingly, the present paper aims to discuss the concept of boredom from the L2 classroom perspective with a special regard to the university students of English Philology. In the first part the authors provide a definition, present two basic typologies and highlight the causes of boredom followed by a brief overview of research into boredom in educational settings, whereas the second part is intended to approach a phenomenon of boredom on an empirical basis. The authors report on both quantitative and qualitative research findings concerning the intensity of boredom as felt by the subjects during the practical English language classes. First, the numerical results obtained from the Boredom Proneness Scale and correlated to boredom experienced in practical English language classes are referred to. Then the qualitative data gathered from the students' descriptions of boredom-related situations during the said classes are commented on. Finally, the authors proceed to propose certain L2 classroom boredom-coping options.

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Section: Nuda W Badaniachunclassified

Nuda a praktyczna nauka języka angielskiego

Kruk

Zawodniak

2017

Neofilolog

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“…The role of personality traits and motivational dimensions in students' achievement in math has already been investigated relatively well in previous studies (Shams, Mooghali, Tadebordbar, & Soleimanpour, 2011;Tulis & Fulmer, 2013), but the research on comparing the roles of these factors in both subjects, as in our study, is scarce (Smrtnik Vitulić & Zupančič, 2013). We were interested in the comparison of personality traits and motivational dimensions and their roles in students' academic achievement in both subjects.…”

Section: Introductionmentioning

confidence: 80%

The Role of Personality and Subject-Specific Motivation in Students' Achievement in Math and Mother Tongue

Pečjak

Pirc

Peklaj

2016

Drustvena istrazivanja

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The aim of the study was to examine and to compare the relationships of different personality traits, subject-specific motivational dimensions and students' achievement in math and mother tongue in general upper secondary education, as well as how these variables predict their achievement. A total of 397 students attending the first year of general upper secondary education in Slovenia participated in the study. Different measures were used to assess students' personality traits, subject-specific interest, self-efficacy, volitional strategies and final grades in math and mother tongue. The results of the research showed different patterns of achievement predictors in both subjects and differences in the predictive power of included variables according to subjects. The included variables predicted 18% of variance in the Slovene language and 31% of variance in math. In both subjects, achievement was significantly positively predicted by self-efficacy and interest, and significantly negatively predicted by energy and procrastination. In math, agreeableness was also found as a significant negative predictor, and in Slovene language conscientiousness and immediate action were found as positive predictors of students' achievement. Implications of the study's findings are also discussed.

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“…So far we have provided some evidence for the assumed functions of emotions at the stage pertaining to direct/primary and indirect/secondary reactions towards errors, the use of error-related regulation strategies, and the influence of selected personal conditions and contextual factors on individual responses to errors Tulis, 2013;Tulis & Ainley, 2011;Tulis & Dresel, 2013;Tulis & Fulmer, 2013;Tulis et al, subm.). In the present section we summarise the findings of three studies with different foci, namely individual determinants of adaptive dealing with errors (Study 1), motivational (self-regulation) processes following errors and their impact on subsequent learning behaviour (Study 2), and the dimensions of error climate and their impact on students' responses to errors (Study 3).…”

Section: Empirical Evidence and Open Research Questionsmentioning

confidence: 90%