The role of epistemic emotions in mathematics problem solving

被引：110

作者：

Muis, Krista R. ^{[1
]}

Psaradellis, Cynthia ^{[1
]}

Lajoie, Susanne P. ^{[1
]}

Di Leo, Ivana ^{[1
]}

Chevrier, Marianne ^{[1
]}

机构：

[1] McGill Univ, Montreal, PQ H3A 1Y2, Canada

来源：

CONTEMPORARY EDUCATIONAL PSYCHOLOGY | 2015年 / 42卷

关键词：

Epistemic emotions; Activity emotions; Perceived control and value; Learning strategies; Mathematics problem solving; ACHIEVEMENT EMOTIONS; AFFECTIVE STATES; MOTIVATION; SELF; EXPERIENCES; ANTECEDENTS; MULTIPLE; BELIEFS; MODEL;

D O I：

10.1016/j.cedpsych.2015.06.003

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The purpose of this research was to examine the antecedents and consequences of epistemic and activity emotions in the context of complex mathematics problem solving. Seventy-nine elementary students from the fifth grade participated. Students self-reported their perceptions of control and value specific to mathematics problem solving, and were given a complex mathematics problem to solve over a period of several days. At specific time intervals during problem solving, students reported their epistemic and activity emotions. To capture self-regulatory processes, students thought out loud as they solved the problem. Path analyses revealed that both perceived control and value served as important antecedents to the epistemic and activity emotions students experienced during problem solving. Epistemic and activity emotions also predicted the types of processing strategies students used across three phases of self-regulated learning during problem solving. Finally, shallow and-deep processing cognitive and metacognitive strategies positively predicted problem-solving performance. Theoretical and educational implications are discussed. (C) 2015 Elsevier Inc. All rights reserved.

引用

页码：172 / 185

页数：14

共 77 条

[1] Effects of a Value-Reappraisal Intervention on Statistics Students' Motivation and Performance [J].