Beyond math anxiety: Positive emotions predict mathematics achievement, self-regulation, and self-efficacy

Research on the affective dimensions of mathematics learning and achievement has tended to focus on negative emotions and on mathematics anxiety in particular, with much less work on positive emotions. Drawing from a positive education perspective, we aim to contribute to the growing literature on p...

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Main Authors: Villavicencio, Felicidad T., Bernardo, Allan Benedict I.
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Published: Animo Repository 2016
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Online Access:https://animorepository.dlsu.edu.ph/faculty_research/3958
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Institution: De La Salle University
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spelling oai:animorepository.dlsu.edu.ph:faculty_research-48872021-07-26T08:17:27Z Beyond math anxiety: Positive emotions predict mathematics achievement, self-regulation, and self-efficacy Villavicencio, Felicidad T. Bernardo, Allan Benedict I. Research on the affective dimensions of mathematics learning and achievement has tended to focus on negative emotions and on mathematics anxiety in particular, with much less work on positive emotions. Drawing from a positive education perspective, we aim to contribute to the growing literature on positive emotions and learning. We hypothesize that positive emotions are associated with learning and achievement in mathematics, even when mathematics anxiety is considered. Filipino students enrolled in a college trigonometry course completed the Academic Emotions Questionnaire-Mathematics and scales assessing their self-efficacy and self-regulation in trigonometry. Students’ final grades for the course were recorded with their informed consent. Hierarchical regression analysis indicated that enjoyment and pride explained a significant amount of variance in the final grades, self-regulation, and self-efficacy, even after accounting for the variance explained by gender and anxiety. Although the results cannot be interpreted as indicating a causal relationship between positive emotions and achievement, the results indicate how positive emotions in mathematics learning can contribute to a more balanced picture of the role of affective states in mathematics learning. © 2015, De La Salle University. 2016-06-01T07:00:00Z text https://animorepository.dlsu.edu.ph/faculty_research/3958 info:doi/10.1007/s40299-015-0251-4 Faculty Research Work Animo Repository Anxiety Math anxiety Academic achievement Emotions Pride and vanity Self-efficacy Psychology
institution De La Salle University
building De La Salle University Library
continent Asia
country Philippines
Philippines
content_provider De La Salle University Library
collection DLSU Institutional Repository
topic Anxiety
Math anxiety
Academic achievement
Emotions
Pride and vanity
Self-efficacy
Psychology
spellingShingle Anxiety
Math anxiety
Academic achievement
Emotions
Pride and vanity
Self-efficacy
Psychology
Villavicencio, Felicidad T.
Bernardo, Allan Benedict I.
Beyond math anxiety: Positive emotions predict mathematics achievement, self-regulation, and self-efficacy
description Research on the affective dimensions of mathematics learning and achievement has tended to focus on negative emotions and on mathematics anxiety in particular, with much less work on positive emotions. Drawing from a positive education perspective, we aim to contribute to the growing literature on positive emotions and learning. We hypothesize that positive emotions are associated with learning and achievement in mathematics, even when mathematics anxiety is considered. Filipino students enrolled in a college trigonometry course completed the Academic Emotions Questionnaire-Mathematics and scales assessing their self-efficacy and self-regulation in trigonometry. Students’ final grades for the course were recorded with their informed consent. Hierarchical regression analysis indicated that enjoyment and pride explained a significant amount of variance in the final grades, self-regulation, and self-efficacy, even after accounting for the variance explained by gender and anxiety. Although the results cannot be interpreted as indicating a causal relationship between positive emotions and achievement, the results indicate how positive emotions in mathematics learning can contribute to a more balanced picture of the role of affective states in mathematics learning. © 2015, De La Salle University.
format text
author Villavicencio, Felicidad T.
Bernardo, Allan Benedict I.
author_facet Villavicencio, Felicidad T.
Bernardo, Allan Benedict I.
author_sort Villavicencio, Felicidad T.
title Beyond math anxiety: Positive emotions predict mathematics achievement, self-regulation, and self-efficacy
title_short Beyond math anxiety: Positive emotions predict mathematics achievement, self-regulation, and self-efficacy
title_full Beyond math anxiety: Positive emotions predict mathematics achievement, self-regulation, and self-efficacy
title_fullStr Beyond math anxiety: Positive emotions predict mathematics achievement, self-regulation, and self-efficacy
title_full_unstemmed Beyond math anxiety: Positive emotions predict mathematics achievement, self-regulation, and self-efficacy
title_sort beyond math anxiety: positive emotions predict mathematics achievement, self-regulation, and self-efficacy
publisher Animo Repository
publishDate 2016
url https://animorepository.dlsu.edu.ph/faculty_research/3958
_version_ 1767196000511852544