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Direct linkMicaela Biese; Anni Sofia Sydänmaanlakka; Marja Eliisa Holm; Jokke Häsä; Markku S. Hannula – Educational Psychology, 2024
Research during COVID-19 has shown that rapid transition to distance learning environment has influenced student's emotions. Yet, there is a lack of studies about how this transition might have changed achievement emotions in mathematics. We investigated six mathematics-related achievement emotions (enjoyment, pride, anger, anxiety, shame, and…
Descriptors: Mathematics Achievement, Psychological Patterns, Electronic Learning, In Person Learning
Moliner, Lidon; Alegre, Francisco – Educational Psychology, 2022
In this study reciprocal peer tutoring was implemented in middle school mathematics classes for a six-month period. The effects of this methodology on students' mathematics achievements, mathematics anxiety levels, attitudes towards mathematics, and mathematics self-concepts were examined. Study participants included 768 students in grades 7-9…
Descriptors: Peer Teaching, Tutoring, Middle School Mathematics, Mathematics Achievement
Lim, Siew Yee; Chapman, Elaine – Educational Psychology, 2015
Past studies have shown that distinct yet highly correlated sub-constructs of three broad mathematics affective variables: (a) motivation, (b) attitudes and (c) anxiety, have varying degree of correlation with mathematics achievement. The sub-constructs of these three affective constructs are as follows: (a) (i) amotivation, (ii) external…
Descriptors: Foreign Countries, Mathematics Achievement, Motivation, Mathematics Anxiety
