Motivation in Mathematics: Goals Reflected in Emotions

By Markku S. Hannula. 2006

313 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/41764508680576383000ab38a4732c81766ef8b8

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “More recent research in mathematics education has highlighted affective concepts that are not included in McLeod’s (1992) framework, such as values (DeBellis and Goldin 1997; Bishop 2001; Law, Wong and Lee 2011), identity (Beijaard, Meijer, and Verloop 2004; Frade, Roesken, and Hannula 2010; Sfard a”
Emotions and motivation in mathematics education: theoretical considerations and empirical contributions (2017, background): “Traditionally, worry is also conceptualized as a component of students’ fear and achievement anxiety (Hannula 2006; Lichtenfeld et al. 2012; Pekrun et al. 2002; Gläser-Zikuda et al. 2005).”
MOTIVATION AND ACHIEVEMENT: IS THERE AN EAST ASIAN MODEL? (2011, unknown): “Hannula (2006) further highlighted that in order to understand students’ various behaviors in mathematics classrooms, including those unexpected, it was important to increase our understanding of what motivation was and how it was regulated.”
Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “It is closely related to other motivational constructs such as intrinsic motivation (Deci and Ryan 2000), ability beliefs (Wigfield and Eccles 2000), or goals (Hannula 2006).”
Tasks that may occasion mathematical creativity: teachers’ choices (2013, background): “Motivation is sometimes also related to emotions (Hannula 2006).”
Students’ Motivation in the Mathematics Classroom. Revealing Causes and Consequences (2015, background): “The importance of motivation in mathematics education has been well documented (Hannula, 2006; Pantziara & Philippou, 2006).”
A Review of Self-Report and Alternative Approaches in the Measurement of Student Motivation (2009, methodology): “Furthermore, the use of self-report methodologies is based on the assumption that motives are conscious, accessible, and can be communicated to others (Murphy and Alexander 2000), even though motivation is based in cognitions and emotions that can only be partially accessed by the individual ( Hannu”
Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course (2012, background): “Op ‘t Eynde et al. (2006) includes motivation system in the emotion processes and Hannula (2006) defines motivation as ‘‘a potential to direct behavior through the mechanisms that control emotion’’ (p. 175).”