CIE-ISPA - Artigos em revistas internacionais
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Browsing CIE-ISPA - Artigos em revistas internacionais by Subject "Achievement emotions"
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- Emotional profiles regarding maths among primary school children – A two-year longitudinal study.Publication . Mata, Lourdes; Monteiro, Vera; Peixoto, Francisco; Santos, Natalie Nóbrega; Sanches, Cristina; Gomes, Marta. . . Learning maths is challenging for many primary school students, and teachers must understand students’ learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N = 71) were studied with the primary objective of examining the longitudinal trajectories of achievement emotions of third graders over two years. The Portuguese Achievement Emotions Questionnaire for Elementary Students was administered biannually to assess enjoyment, anxiety, and boredom regarding maths. The results indicate that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate. The positive profile showed the highest scores in maths achievement. Profile membership was moderately stable and became increasingly stable and structured. In examining the complexity of students’ emotional profiles and processes, the importance of understanding them to enhance educational support, development, and learning was highlighted. .
- “How do you feel about math?” : Relationships between competence and value appraisals, achievement emotions and academic achievementPublication . Peixoto, Francisco; Sanches, Ana Cristina Pires; Mata, Maria de Lourdes Estorninho Neves; Monteiro, VeraThis study analyzes the relationships between cognitive appraisals, classroom and test emotions and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of Perceived Value, Perceived Competence and seven Math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride and relief) experienced in two different settings: Classroom and Tests. Math achievement was obtained from school records. Results showed significant associations between students competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in Structural Equation Modelling, only anger in test situations and hopelessness were significant negative predictors of students math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings.