Emotions, Self-Regulated Learning, and Achievement in Mathematics: A Growth Curve Analysis

By Wondimu Ahmed, G. P. van der Werf, H. Kuyper, A. Minnaert. 2013

319 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4b9bd4e4a8bc7aeb0ba3d1984de347b079b5e708

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement (2016, background): “Moreover, controlling for previous math achievement and including math perceived competence in the models makes the emergence of significant relationships between emotions and math achievement more difficult (Ahmed et al. 2013; Ma and Xu 2004; Pinxten et al. 2014).”
Testing interest and self-efficacy as predictors of academic self-regulation and achievement (2014, background): “…subject, girls may set higher goals (Wood & Locke, 1987; Zimmerman & Bandura, 1994; Zimmerman et al., 1992), be better at maintaining positive emotional states during learning (Ahmed et al., 2013; Boekaerts & Corno, 2005; Pekrun et al., 2002), or simply invest more effort (Schiefele et al., 1992).”
Motivational and affective determinants of self-regulatory strategy use in elementary school mathematics (2015, result): “This finding is in line with the view that achievement emotions, and particularly positive emotions such as students’ enjoyment of a task or domain, are systematically associated with self-regulation of learning (e.g. Ahmed et al., 2013; Goetz et al., 2006; Pekrun, 2006).”
Achievement goals, emotions, learning, and performance : A process model (2015, methodology): “In accordance with Pekrun's control-value theory and recent research on emotions and self-regulated learning (e.g., Ahmed et al., 2013; Artino & Jones, 2012; Pekrun et al., 2002, 2011), enjoyment was therefore hypothesized to positively predict more adaptive learning strategies (e.g., elaboration ,…”
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments (2018, background): “…motivation as prerequisite for effort investment, as well as strategic forms of learning and use of flexible, deep learning strategies, thus positively influencing learning outcomes under most conditions (e.g., Ahmed, van der Werf, Kuyper, & Minnaert, 2013; Ranellucci, Hall, & Goetz, 2015).”