The structure of students' emotions experienced during a mathematical achievement test

Kleine, Michael; Götz, Thomas; Pekrun, Reinhard; Hall, Nathan C.

The structure of students' emotions experienced during a mathematical achievement test

Dateien

Kleine_Structure.pdfGröße: 195.38 KBDownloads: 1429

Datum

2005

Autor:innen

Kleine, Michael

Götz, Thomas

Pekrun, Reinhard

Hall, Nathan C.

Open Access-Veröffentlichung

Open Access Green

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

Zentralblatt für Didaktik der Mathematik. 2005, 37(3), pp. 221-225. Available under: doi: 10.1007/s11858-005-0012-6

Zusammenfassung

Several models have been developed in order to categorize the numerous expressions that people use in order to describe their emotional experiences. The focus of the present study is on one of these theoretical classifications proposed by Pekrun (1992) specifically concerning emotions which are directly related to learning and achievement in mathematics. In his model, emotions are classified according to their valence (positive vs. negative) and their level of activation. In testing the assumptions of this model, we investigated students’ enjoyment, anxiety, anger and boredom experienced before, during, and after the completion of a math test. Correspondence analyses which were used to generate a graphical illustration of structural interrelationships between these emotions provide empirical support for the theoretical classification.

Zusammenfassung in einer weiteren Sprache

Vielfältige Modelle wurden bislang entwickelt, um die zahlreichen Ausdrücke zu kategorisieren, die zur Beschreibung emotionalen Erlebens verwendet werden. Der Fokus dieses Beitrags liegt auf einer theoretischen Klassifizierungen von Pekrun (1992), die insbesondere auf Emotionen im mathematischen Lern- und Leistungskontext bezogen sind. Demnach werden Emotionen entsprechend ihrer Valenz (positiv vs. negativ) und ihrer Art der Aktivierung klassifiziert. Beim Testen der Modellannahmen untersuchten wir die von Schülerinnen und Schülern selbstberichteten Emotionen Freude, Angst, Ärger und Langeweile vor, während und nach der Bearbeitung eines mathematischen Leistungstests. Zur Auswertung wird die korrespondenzanalyse verwendet, um eine graphische Abbildung der strukturellen Verbindungen zwischen Emotionen und dem Leistungsniveau in dem mathematischen Test zu generieren. Dabei soll insbesondere ein empirischer Beleg für die theoretische Klassifikation des emotionalen Erlebens während der Bearbeitung eines mathematischen Leistungstests erbracht werden.

Fachgebiet (DDC)

370 Erziehung, Schul- und Bildungswesen

Schlagwörter

achievement emotions, mathematics, fear, anger, school-related emotions

Zitieren

ISO 690

KLEINE, Michael, Thomas GÖTZ, Reinhard PEKRUN, Nathan C. HALL, 2005. The structure of students' emotions experienced during a mathematical achievement test. In: Zentralblatt für Didaktik der Mathematik. 2005, 37(3), pp. 221-225. Available under: doi: 10.1007/s11858-005-0012-6

BibTex

@article{Kleine2005struc-13786,
  year={2005},
  doi={10.1007/s11858-005-0012-6},
  title={The structure of students' emotions experienced during a mathematical achievement test},
  number={3},
  volume={37},
  journal={Zentralblatt für Didaktik der Mathematik},
  pages={221--225},
  author={Kleine, Michael and Götz, Thomas and Pekrun, Reinhard and Hall, Nathan C.}
}

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Universitätsbibliographie

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