Affect and self-regulation

被引：1

作者：

Malmivuori M.-L. ^{[1
]}

机构：

[1] University of Helsinki, Department of Education, 00014 Helsinki

来源：

Educational Studies in Mathematics | 2006年 / 63卷 / 2期

关键词：

Affective responses; Self-appraisals; Self-regulation; Self-system processes;

D O I：

10.1007/s10649-006-9022-8

中图分类号：

学科分类号：

摘要：

This paper presents affect as an essential aspect of students' self-reflection and self-regulation. The introduced concepts of self-system and self-system process stress the importance of self-appraisals of personal competence and agency in affective responses and self-regulation in problem solving. Students are viewed as agents who constantly interpret and evaluate their experiences and regulate their behaviour, in interaction with their mathematics learning environment. This perspective is used to interpret two data sets: Finnish secondary school students' questionnaire responses and their mathematics achievement, and Frank's problem solving episode. The former study examines statistical relations between self-confidence, positive and negative affective responses, self-regulatory patterns, and math performance. The latter focuses on Frank's appraisals and self-regulatory processes with his affective responses while problem solving. Finally, I consider the perspective's usefulness and compare it others in this Special Issue. © Springer Science+Business Media, Inc. 2006.

引用

页码：149 / 164

页数：15

共 38 条

[21]

Malmivuori M.L., A dynamic viewpoint: Affect in the functioning of self-system processes, Proceedings of the PME-28 Conference, 1, pp. 114-118, (2004)

[22]

Malmivuori M.L., Pehkonen E., Mathematical beliefs behind school performances, Proceedings of the PME-20 Conference, 3, pp. 305-311, (1996)

[23]

Mandler G., Affect and learning: Causes and consequences of emotional interactions, Affect and Mathematical Problem Solving. A New Perspective, pp. 3-19, (1989)

[24]

McCombs B.L., Self-regulated learning and academic achievement: A phenomenological view, Self-regulated Learning and Academic Achievement: Theoretical Perspectives, pp. 67-123, (2001)

[25]

McLeod D.B., Research on affect in mathematics education: A reconceptualization, Handbook of Research on Mathematics Teaching and Learning, pp. 575-596, (1992)

[26]

Meece J.L., Wigfield A., Eccles J.S., Predictors of math anxiety and its influence on young adolescents' course enrollment intentions and performance in mathematics, Journal of Educational Psychology, 82, pp. 60-70, (1990)

[27]

Pekrun R., Goetz T., Titz W., Perry R.P., Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research, Educational Psychologist, 37, pp. 91-105, (2002)

[28]

Pintrich P.R., DeGroot E.V., Motivational and self-regulated learning components of classroom academic performance, Journal of Educational Psychology, 82, pp. 33-40, (1990)

[29]

Polkinghorne D.E., The self and humanistic psychology, The Handbook of Humanistic Psychology, Sage, pp. 81-99, (2001)

[30]

Sarason I.G., Experimental approaches to test anxiety: Attention and the uses of information, Anxiety. Current Trends in Theory and Research, 2, pp. 383-400, (1972)

← 1 2 3 4 →