The dynamics of affect, cognition, and social environment in the regulation of personal learning processes : The case of mathematics

By Marja-Liisa Malmivuori. 2001

76 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/df47f5aca214ae10696dee564fd956cc21f593eb

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1. R. Zan
2. Markku S. Hannula
3. Abdul Majeed
4. I. Darmawan
5. Jeff Evans
6. P. Lynch
7. Kirsi Tirri
8. G. Philippou

Citations in the corpus

• Measuring Multiple Intelligences and Moral Sensitivities in Education (2011, background): “According to Malmivuori (2001), beliefs and perceptions of self constitute the most central cognitive feature or determinant behind students’ personal understandings, interpretations, and self-regulation.”
• Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance (2015, unknown): “These self-appraisals along with the associated experienced anxiety also seem to mediate the quality and development of mathematics learning (for a review see Malmivuori, 2001).”
• Determining the Causal Ordering between Attitude toward Mathematics and Achievement in Mathematics (2004, background): “…between “mathematical beliefs, attitudes, or affective responses” and “the qualities of pupils’ performance, learning, and experiences with mathematics” (Malmivuori 2001, p. 3), our research effort in determining the causal relationship between attitude and achievement may contribute…”
• A review of Instruments Created to Assess Affect in Mathematics (2010, background): “A fifth study worthy of mention is a dissertation completed by Malmivuori (2001). It is important to note that an affective instrument was not created during this study.”
• 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).”
• Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “Also Malmivuori (2001) explicitly addresses both trait and state aspects of self-related emotions, motivations, and beliefs in self-regulated mathematics learning.”
• RF01: AFFECT IN MATHEMATICS EDUCATION - EXPLORING THEORETICAL FRAMEWORKS 1 (2004, background): “…activities can coexist at different levels of consciousness or self-awareness, and cause several (continuously flowing or changing and perhaps conflicting) affective experiences or self-states that are more or less influential in students’ mathematics learning processes (Malmivuori, 2001).”