Affect and Self-Regulation

By Marja-Liisa Malmivuori. 2006

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1fa3eff138dbe16a3153db546c0e3b5bb20ff736

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In Developmental and Educational Psychology

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations (2012, background): “They use understanding-oriented strategies more often (Pintrich & DeGroot, 1990), regulate their learning process more intensively (Zimmerman & Martinez-Pons, 1990), invest more effort (Schunk, 1989), and show better performances in problem solving (Hoffman & Spatariu, 2008) and mathematics ( Malmiv”
Mother and Child Emotions during Mathematics Homework (2008, background): “…1993; Skelton, 1993) and socioconstructivist and component systems perspectives (e.g., Op‘t Eynde, de Corte, & Verschaffel, 2006), as well as theoretical models situating affect within a self-system (e.g., Malmivuori, 2006) or an internal representational system (e.g., DeBellis & Goldin, 2006).”
A confirmatory factor analysis of Attitudes Toward Mathematics Inventory (ATMI) (2013, background): “McLeod’s seminal work in the 90s, in particular, led to a new phase of research on affects in mathematics education (Di Martino & Zan, 2011; Goldin, 2000, 2002; Grootenboer & Hemmings, 2007; Malmivuori, 2001, 2006, 2007; Schlöglmann, 2003).”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “…they report more self-efficacy with regard to doing mathematics, and they frequently feel more positive emotions such as enjoyment while working on mathematical tasks than other students (Goetz et al. 2007; Heinze et al. 2005; Pekrun et al. 2011; Malmivuori 2006; Schukajlow and Krug 2014a).”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “Malmivuori (2001, 2006) provides a thorough elaboration of student selfregulation in the context of learning mathematics, emphasising their self-beliefs and self-motivation.”
Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “Malmivuori (2006) discusses the self-regulatory function of affect in relation to mathematics learning and the social environment.”
Interest, enjoyment and pride after failure experiences? Predictors of students’ state-emotions after success and failure during learning in mathematics (2011, background): “Students experience and have to regulate a rich variety of emotions in academic settings (e.g. Boekaerts, Pintrich, & Zeidner, 2000; Malmivuori, 2006; Pekrun, Goetz, Titz, & Perry, 2002; Schutz & DeCuir, 2002).”