Feelings and Performance in the First Year at University: Learning-Related Emotions as Predictors of Achievement Outcomes in Mathematics and Statistics

Autor/inn/en	Niculescu, Alexandra C.; Templelaar, Dirk; Leppink, Jimmie; Dailey-Hebert, Amber; Segers, Mien; Gijselaers, Wim
Titel	Feelings and Performance in the First Year at University: Learning-Related Emotions as Predictors of Achievement Outcomes in Mathematics and Statistics
Quelle	In: Electronic Journal of Research in Educational Psychology, 13 (2015) 3, S.431-462 (32 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
DOI	10.14204/ejrep.37.15012
Schlagwörter	College Freshmen; College Mathematics; Psychological Patterns; Predictor Variables; Mathematics Achievement; Statistics; Mathematics Anxiety; Mathematics Tests; Scores; Outcomes of Education; Affective Behavior; Learner Engagement; Hypothesis Testing; Questionnaires; Likert Scales; Factor Analysis; Maximum Likelihood Statistics; Regression (Statistics); Statistical Significance; Foreign Countries; Multivariate Analysis; Netherlands + Suchen Sie Ihr Suchwort? Studienanfänger; Prädiktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Statistik; Lernleistung; Schulerfolg; Affective disturbance; Active behaviour; Affektive Störung; Hypothesenprüfung; Hypothesentest; Fragebogen; Likert-Skala; Faktorenanalyse; Regression; Regressionsanalyse; Ausland; Multivariate Analyse; Niederlande
Abstract	Introduction: This study examined the predictive value of four learning-related emotions--Enjoyment, Anxiety, Boredom and Hopelessness for achievement outcomes in the first year of study at university. Method: We used a large sample (N = 2337) of first year university students enrolled over three consecutive academic years in a mathematics and statistics course, from an undergraduate Economics and an International Business degree programs. Results: We first showed significant differences in the emotional experiences between the students who attended, and those who were absent from the final exam. Second, the present study found emotions to have a strong predictive value for student exam scores, particularly for learning hopelessness and a prior mathematics background. This relationship was consistent over three consecutive academic years. Discussion and Conclusion: Recommendations for improving educational practice have been formulated and are shared in this article. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01