This empirical study describes and analyzes adolescents’ affective and cognitive processes involved in learning mathematics. Correlation-regression statistics reveal that positive emotions positively correlated with learning strategy use, whilst negative emotions negatively correlated with learning strategy use in general; math self-concept and achievement values positively correlated with positive emotions, and negatively correlated with negative emotions. In addition, math achievement was compromised in particular by negative environmental factors and negative affect. Furthermore, math self-concept was found to mediate the impact of environmental factors on emotions. Since math self-concept could buffer negative learning environment’s impact on negative affect, maintaining and enhancing students’ math self-concept is important in both school and home contexts.
Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien, 2009. 236 pp., 20 fig., 70 tables
Contents: Affective aspects of learning – Adolescents’ affective, motivational, and cognitive processes in learning
mathematics – Math self-concept – Achievement values – Achievement emotions and motivation – Learning strategies – Self-regulated
learning – Learning environment – Dynamic affective-cognitive learning processes and outcome model – Pedagogical implications:
multiple channels to support development and enhance achievement – Cultural impact on achieving motivation and emotions.