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Mixed feelings: Profiles of emotions among elementary mathematics students and how they function within a control-value framework
Contemporary Educational Psychology ( IF 10.3 ) Pub Date : 2021-07-17 , DOI: 10.1016/j.cedpsych.2021.101996
Sarah M. Karamarkovich 1 , Teomara Rutherford 2
Affiliation  

Mixed feelings happen in and outside of the classroom; yet prior research has focused on discrete emotions, essentially ignoring the interaction between emotions. We extend prior person-centered studies of achievement emotions by placing emotions within the Control-Value Theory framework to examine how patterns of emotions mediate the relation between motivation and achievement. We found four profiles of emotion in both fourth (n = 5228) and fifth graders (n = 5299)—two positive profiles, a negative profile, and a mixed emotions profile where frustrated and challenged were the primary emotions. All profiles mediated the relationship between math expectancy and achievement. However, only three of the four emotion profiles mediated the relation between math value and achievement.



中文翻译:

混合情绪:小学数学学生的情绪特征及其在控制值框架内的作用

课堂内外都会出现复杂的情绪;然而之前的研究集中在离散的情绪上,基本上忽略了情绪之间的相互作用。我们通过将情绪置于控制价值理论框架内来扩展先前以人为中心的成就情绪研究,以研究情绪模式如何调节动机和成就之间的关系。我们在四年级 (n = 5228) 和五年级 (n = 5299) 中发现了四种情绪特征——两个积极的特征、一个消极的特征和一个混合的情绪特征,其中沮丧和挑战是主要情绪。所有配置文件都介导了数学期望和成就之间的关系。然而,四种情绪特征中只有三种调节了数学价值和成就之间的关系。

更新日期:2021-07-30
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