Students’ self-determined motivation and negative emotions in mathematics in lower secondary education—Investigating reciprocal relations

Sutter-Brandenberger, Claudia C.; Hagenauer, Gerda; Hascher, Tina

doi:10.1016/j.cedpsych.2018.10.002

Cited by 36 publications

(31 citation statements)

References 38 publications

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“…In addition, we found that intrinsic and utility value were negatively relatively related to anxiety. This is possibly because it is difficult to positively value a task that is anxiety-provoking due to its adverse experiential, motivational, and cognitive effects (Sutter-Brandenberger et al, 2018). From this perspective, the negative relation represents anxiety as the antecedent of low positive value, rather than vice versa.…”

Section: Discussionmentioning

confidence: 99%

“…The majority of CVT studies have either examined relations between control-value appraisals using bivariate correlations or including control and value simultaneously in regression analyses, in an additive rather than interactive fashion. Studies have shown higher control to be associated with higher enjoyment, and lower anxiety and boredom, and higher value to be associated with higher enjoyment and anxiety, and lower boredom in Canadian undergraduate (e.g., Pekrun et al, 2011) and German secondary school students (e.g., Sutter-Brandenberger, Hagenauer, & Hascher, 2018). Studies of how control and value are related to younger, primary-aged students are rare.…”

Section: Control-value Interactionsmentioning

confidence: 99%

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The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes

Putwain

Schmitz

Wood

et al. 2020

Brit J of Edu Psychol

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Background. Appraisals of control and value are proposed as proximal antecedents of achievement emotions, which, in turn, predict achievement. Relatively few studies have investigated how control and value may interact to determine achievement emotions, or subsequent achievement mediated by emotions. Aim. To examine whether control, value, and their interaction predicted mathematics test score directly, and indirectly, mediated by three salient achievement emotions: enjoyment, boredom, and anxiety. Method. Data were collected from 1,298 primary schoolchildren. Participants completed self-report measures of control, value (i.e., intrinsic, attainment, and utility), and achievement emotions (i.e., enjoyment, boredom, and anxiety), in the context of mathematics. Participants then undertook a curriculum-based mathematics test in class. Results. Higher control and value were related to a higher mathematics test score directly, and indirectly, mediated via higher enjoyment and lower anxiety. The interaction of control and intrinsic value predicted mathematics test score directly, and indirectly, mediated via enjoyment. Conclusion. Intrinsic value amplified the direct positive relation between control and mathematics test score. Intrinsic value also protected mathematics test scores at lower levels of control indirectly, through higher enjoyment. Helping students to maximize control and value will be beneficial for their learning experience and outcomes. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial-NoDerivs License, which permits use and distribution in any medium, provided the original work is properly cited, the use is non-commercial and no modifications or adaptations are made.

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Section: Discussionmentioning

confidence: 99%

Section: Control-value Interactionsmentioning

confidence: 99%

The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes

Putwain

Schmitz

Wood

et al. 2020

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…Moreover, the adaptive effect of IT of emotional intelligence on students' academic achievement could stand out in specific or challenging academic contents such as, for instances, mathematics, which has been associated in the literature with more negative emotions (Sutter-Brandenberger, Hagenauer, & Hascher, 2018), while a global indicator of achievement might mask a specific effect.…”

Section: Discussionmentioning

confidence: 99%

Implicit Theories of Emotional Intelligence, Ability and Trait-Emotional Intelligence and Academic Achievement

Costa

Faria

2020

Psihol. teme (Online)

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This study examines the effect of the implicit theories of emotional intelligence and of emotional intelligence (EI; ability and trait EI) on students’ academic achievement (GPA). Five hundred twenty-three 10th graders (Mage = 15.5; SD = 0.67) completed measures of implicit theories (IT) and EI (performance and self-report). The results confirmed the direct effect of EI (ability and trait EI) on students’ GPA. Moreover, implicit theories of EI affected students’ trait EI and only indirectly affected students’ achievement. Multigroup analyses indicated that the IT and EI effects on students’ GPA were similar across students’ gender and socio-professional status. These findings underline the relevance of students’ implicit theories and EI and suggest their usefulness as strategies to foster academic success.

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“…AEs can substantially influence students' motivation to learn, knowledge acquisition and, by implication, achievement (Sutter-Brandenberger et al 2018;Goetz and Hall 2013). Moreover, positive and negative AEs are positively and negatively reciprocally linked with achievement, respectively (see summary in Pekrun 2018; Pekrun et al 2017).…”

Section: Frequencies and Functions Of Achievement Emotionsmentioning

confidence: 99%

Exploring students’ perceived need and preferences for achievement emotion competence training

Loderer

Vogl²

2021

Z f Bildungsforsch

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Given the importance of achievement emotions for students’ academic success and wellbeing, scholars are increasingly seeking to develop effective programs for equipping students with competencies for adaptively managing achievement emotions. To date, however, little is known about what kind of support, if any, students themselves perceive as useful. We thus conducted a needs assessment to explore the degree to which German lower secondary school students (N = 387) perceive a need for such training; how this need varies across students, possibly implying different implementation conditions; and their preferences for training formats/content. To this end, students completed a series of self-report measures targeting demographics, achievement emotions, perceived training need, and training preferences. Students’ responses were analyzed quantitatively and revealed a discernible need for training; that this need is higher for students with higher levels of negative achievement emotions (e.g., anxiety, disappointment) and relief, and with lower achievement; and discernible trends in students’ preferences for training formats, particularly with regard to opportunities for social interaction with peers. Implications for research and designing effective as well as appealing achievement emotion competence trainings are discussed.

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Students’ self-determined motivation and negative emotions in mathematics in lower secondary education—Investigating reciprocal relations

Cited by 36 publications

References 38 publications

The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes

The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes

Implicit Theories of Emotional Intelligence, Ability and Trait-Emotional Intelligence and Academic Achievement

Exploring students’ perceived need and preferences for achievement emotion competence training

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