Cognitive Appraisals, Achievement Emotions, and Motivation towards Learning Mathematics among Lower Secondary Students

Autor/inn/en	Muwonge, Charles Magoba; Ssenyonga, Joseph; Kwarikunda, Diana
Titel	Cognitive Appraisals, Achievement Emotions, and Motivation towards Learning Mathematics among Lower Secondary Students
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 22 (2018) 2, S.243-253 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Muwonge, Charles Magoba)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2018.1487907
Schlagwörter	Psychological Patterns; Student Motivation; Secondary School Students; Mathematics Anxiety; Correlation; Mathematics Instruction; Secondary School Mathematics; Foreign Countries; Learning Strategies; Questionnaires; Structural Equation Models; Self Efficacy; Cognitive Processes; Student Attitudes; Mathematics Achievement; Measures (Individuals); Rating Scales; Statistical Analysis; Uganda; Motivated Strategies for Learning Questionnaire; Mathematics Anxiety Rating Scale + Suchen Sie Ihr Suchwort? Schulische Motivation; Sekundarschüler; Korrelation; Mathematics lessons; Mathematikunterricht; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Fragebogen; Self-efficacy; Selbstwirksamkeit; Cognitive process; Kognitiver Prozess; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Messdaten; Rating-Skala; Statistische Analyse
Abstract	Guided by the control-value theory of achievement emotions, we examined the relationship between cognitive appraisals (i.e. self-efficacy and task value), learning anxiety, test anxiety, enjoyment and motivation towards learning mathematics among 302 students in their first year of lower secondary school in Uganda. Students were randomly selected from four urban schools located in Central and Western Uganda. Data were collected using several subscales from the Attitudes towards Math Inventory, the Abbreviated Math Anxiety Scale, and the Motivated Strategies for Learning Questionnaire, and analysed by structural equation modelling in Mplus 7.4. Results indicated a significant contributions of students' cognitive appraisals towards enjoyment and anxiety for math. Additionally, enjoyment mediated the relationship between students' cognitive appraisals and learning motivation. Several ways are discussed of strengthening students' self-efficacy and task value as early as the first year of lower secondary school for higher enjoyment and motivation for learning maths. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01