Emotions and motivation in mathematics education: theoretical considerations and empirical contributions

被引:103
作者
Schukajlow, Stanislaw [1 ]
Rakoczy, K. [2 ]
Pekrun, R. [3 ,4 ]
机构
[1] Univ Munster, Dept Math, Fliednerstr 21, D-48149 Munster, Germany
[2] German Inst Int Educ Res, Ctr Res Educ Qual & Evaluat, Schlossstr 29, D-60486 Frankfurt, Germany
[3] Univ Munich, Dept Psychol, Leopoldstr 13, D-80802 Munich, Germany
[4] Australian Catholic Univ, Inst Posit Psychol & Educ, Sydney, NSW, Australia
来源
ZDM-MATHEMATICS EDUCATION | 2017年 / 49卷 / 03期
关键词
ACHIEVEMENT EMOTIONS; STUDENTS EMOTIONS; MATH ANXIETY; SELF-DETERMINATION; PERFORMANCE; EXPERIENCES; BOREDOM; TEACHER; VALUES; ELEMENTARY;
D O I
10.1007/s11858-017-0864-6
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Emotions and motivation are important prerequisites, mediators, and outcomes of learning and achievement. In this article, we first review major theoretical approaches and empirical findings in research on students' emotions and motivation in mathematics, including a discussion of how classroom instruction can support emotions and motivation. Based on this review, we encourage researchers from mathematics education and other disciplines of educational research to combine their efforts. Second, we provide an overview of the contributions in this special issue, most of which reflect such a combination of efforts by considering perspectives from both mathematics education and other fields of educational research. Finally, we consider the neglect of intervention studies and outline directions for future research. We identify intervention studies that target emotions and motivation as one promising but so far underrepresented line of research in mathematics education and review results from existing intervention studies. For future research, we suggest that researchers should implement fine-grained concepts, assessment instruments, theoretical hypotheses, and methods of analysis tailored to the specific features of the mathematical domain to adequately investigate students' emotions and motivation in this domain.
引用
收藏
页码:307 / 322
页数:16
相关论文
共 112 条
[21]  
Dweck C.S., 1983, HDB CHILD PSYCHOL, V4
[22]  
Eccles J.S., 1983, ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEVEM ACHIEVEMENT ACHIEV
[23]   Motivational beliefs, values, and goals [J].
Eccles, JS ;
Wigfield, A .
ANNUAL REVIEW OF PSYCHOLOGY, 2002, 53 :109-132
[24]   AN ARGUMENT FOR BASIC EMOTIONS [J].
EKMAN, P .
COGNITION & EMOTION, 1992, 6 (3-4) :169-200
[25]  
Feng S.L., 2005, INT J SCI MATH EDUC, V3, P463, DOI [10.1007/s10763-004-6828-7, DOI 10.1007/S10763-004-6828-7]
[26]  
Frenzel AC, 2014, EDUC PSYCHOL HANDB, P494
[27]   Beyond Quantitative Decline: Conceptual Shifts in Adolescents' Development of Interest in Mathematics [J].
Frenzel, Anne C. ;
Pekrun, Reinhard ;
Dicke, Anna-Lena ;
Goetz, Thomas .
DEVELOPMENTAL PSYCHOLOGY, 2012, 48 (04) :1069-1082
[28]   Emotional Transmission in the Classroom: Exploring the Relationship Between Teacher and Student Enjoyment [J].
Frenzel, Anne C. ;
Goetz, Thomas ;
Luedtke, Oliver ;
Pekrun, Reinhard ;
Sutton, Rosemary E. .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2009, 101 (03) :705-716
[29]   Promoting students' emotions and achievement -: Instructional design and evaluation of the ECOLE-approach [J].
Gläser-Zikuda, M ;
Fuss, S ;
Laukenmann, M ;
Metz, K ;
Randler, C .
LEARNING AND INSTRUCTION, 2005, 15 (05) :481-495
[30]   Between- and within-domain relations of students' academic emotions [J].
Goetz, Thomas ;
Frenzel, Anne C. ;
Pekrun, Reinhard ;
Hall, Nathan C. ;
Luedtke, Oliver .
JOURNAL OF EDUCATIONAL PSYCHOLOGY, 2007, 99 (04) :715-733