Article Sidebar

Download
PDF
Statistic
Read Counter : 513 Download : 198

Downloads

Download data is not yet available.

Main Article Content

Abstract

Emotions such as anxiety, fear, and frustration can interfere with cognitive processing and hinder our ability to learn and perform well on tasks. Mathematics is a school subject that could generate various emotions in students. This study examined mathematics achievement emotions of students across gender, grade level, and academic performance. Data was collected from 246 students using a questionnaire measuring seven emotions: enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom. Results indicated that except for females’ higher pride, we did not find differences between males' and females’ emotions. Ninth-grade students demonstrated higher anxiety and shame than grade seven and eight students. Finally, students’ mathematics exam grades are weakly correlated with all seven measured emotions. Our findings add to the literature by presenting that emotions are contextual. Except for pride, the results clearly indicated that math emotions in our sample are gender irrelevant and further imply that the socio-cultural context of Kazakhstan supports females to compete with their male friends.

Keywords

Emotions Gender Grade High School Mathematics Achievement Students

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Gur, T., Balta, N., Dauletkulova, A. ., Assanbayeva, G., & Fernández-Cézar, R. (2023). Mathematics achievement emotions of high school students in Kazakhstan. Journal on Mathematics Education, 14(3), 525–544. https://doi.org/10.22342/jme.v14i3.pp525-544
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Bieleke, M., Goetz, T., Yanagida, T., Botes, E., Frenzel, A. C., & Pekrun, R. (2022). Measuring emotions in mathematics: the Achievement Emotions Questionnaire—Mathematics (AEQ-M). ZDM–Mathematics Education, 1-16. http://dx.doi.org/10.1007/s11858-022-01425-8
  2. Balta. N, Kaymak, S., Almas, A. & Nurbavliyev, O. (2021). The impact of peer instruction on ninth grade students’ trigonometry knowledge. Bolema: Boletim de Educação Matemática, 35, 206-222.
  3. Byrd, K. O., Herron, S., Robichaux-Davis, R., Mohn, R. S., & Shelley, K. (2022). Elementary preservice teacher preparation to teach mathematics and science in an integrated STEM framework. Journal of Research in Science, Mathematics and Technology Education, 5(3), 173-193. http://dx.doi.org/10.31756/jrsmte.531
  4. BIL. (2023). Bilim Innovation Lyceum, https://bil.edu.kz/en/
  5. Di Martino, P., & Zan, R. (2015). The construct of attitude in mathematics education. From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions, 51-72. https://doi.org/10.1007/978-3-319-06808-4
  6. Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: a meta-analysis. Psychological bulletin, 136(1), 103. http://dx.doi.org/10.1037/a0018053
  7. Eysenck, M. W. (1987). Trait theories of anxiety. Personality dimensions and arousal, 79-97. http://dx.doi.org/10.1007/978-1-4899-2043-0_5
  8. Farrokhi, F., & Mahmoudi-Hamidabad, A. (2012). Rethinking convenience sampling: Defining quality criteria. Theory & practice in language studies, 2(4), 784-792. http://dx.doi.org/10.4304/tpls.2.4.784-792
  9. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218-226.
  10. Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Girls and mathematics – A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22, 497–514. http://dx.doi.org/10.1007/BF03173468
  11. Frenzel, A. C., Thrash, T. M., Pekrun, R., & Goetz, T. (2007). Achievement emotions in Germany and China. Journal of Cross-Cultural Psychology, 38(3), 302–309. http://dx.doi.org/10.1177/0022022107300276
  12. García-González, M.S., & Sierra, G.M. (2020). The history of a teacher’s relief of his mathematics anxiety: the case of Diego. Educational Studies in Mathematics, 103, 273–291. http://dx.doi.org/10.1007/s10649-020-09941-8
  13. Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9–33. http://dx.doi.org/10.1016/j.cedpsych.2006.12.002
  14. Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C., & Lüdtke, O. (2013). Between- and within-domain relations of students' academic emotions. Journal of Educational Psychology, 105(1), 112-128.
  15. Goetz, T., Nett, U. E., Martiny, S. E., Hall, N. C., Pekrun, R., Dettmers, S., & Trautwein, U. (2012). Students' emotions during homework: Structures, self-concept antecedents, and achievement outcomes. Learning and Individual Differences, 22(2), 225-234.http://dx.doi.org/10.1016/j.lindif.2011.04.006
  16. Grootenboer, P., & Marshman, M. (2016). Investigating Students’ Ideas About Mathematics and Mathematics Education. Mathematics, Affect and Learning: Middle School Students’ Beliefs and Attitudes About Mathematics Education, 35-53. Springer, Singapore. http://dx.doi.org/10.1007/978-981-287-679-9_3
  17. Gunderson, E. A., Ramirez, G., Levine, S. C., & Beilock, S. L. (2012). The role of parents and teachers in the development of gender-related math attitudes. Sex Roles, 66(3-4), 153-166.
  18. Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: Embodied and social theories. Research in Mathematics Education, 14(2), 137-161. http://dx.doi.org/10.1080/14794802.2012.694281
  19. Holm, M. E., Hannula, M. S., & Björn, P. M. (2017). Mathematics-related emotions among Finnish adolescents across different performance levels. Educational Psychology, 37(2), 205-218. http://dx.doi.org/10.1080/01443410.2016.1152354
  20. Hyde, J. S. (2014). Gender similarities and differences. Annual Review of Psychology, 65, 373-398.
  21. Kim, J. R., & Lee, E. (2014). The validation of the Korean version of the Achievement Emotions Questionnaire-Mathematics (K-AEQ-M) for middle school students. The Korean Journal of Human Development, 21, 115-139.
  22. Kim, C., Park, S. W., & Cozart, J. (2014). Affective and motivational factors of learning in online mathematics courses. British Journal of Educational Technology, 45, 171–185. http://dx.doi.org/10.1111/j.1467-8535.2012.01382.x
  23. Kuzhabekova, A., Janenova, S., & Almukhambetova, A. (2018). Analyzing the experiences of female leaders in civil service in Kazakhstan: Trapped between economic pressure to earn and traditional family role expectations. International Journal of Public Administration, 41(15), 1290-1301. http://dx.doi.org/10.1080/01900692.2017.1387142
  24. Lazarus, R. S. (2006). Emotion and adaptation. Oxford University Press.
  25. Leder, G. C. (1987). Attitudes towards mathematics. In T. A. Romberg & B. Stewart (Eds.), The monitoring of school mathematics (pp. 261–277). Wisconsin Center of Educational Research.
  26. Linnenbrink-Garcia, L., & Pekrun, R. (2011). Students’ emotions and academic engagement: Introduction to the special issue. Contemporary Educational Psychology, 36(1), 1-3. https://doi.org/10.1016/j.cedpsych.2010.11.004
  27. Lipscomb, T., J., & Lorenzen, J. K. (2023). Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement. Journal of Research in Science, Mathematics and Technology Education, 6(1), 5-19. http://dx.doi.org/10.31756/jrsmte.612
  28. Liu, O. L., & Wilson, M. (2009). Gender differences in large-scale mathematics assessments: PISA trend 2000 & 2003. Applied Measurement in Education, 22(2), 164–184.
  29. Luo, W., Lee, K., Ng, P. T., & Ong, J. X. W. (2014). Incremental beliefs of ability, achievement emotions, and learning of Singapore students. Educational Psychology, 34, 619–634. http://dx.doi.org/10.1080/01443410.2014.909008
  30. Martínez-Sierra, G., & García-González, M. D. S. (2017). Students’ emotions in the high school mathematical class: Appraisals in terms of a structure of goals. International Journal of Science and Mathematics Education, 15(2), 349-369. http://dx.doi.org/10.1007/s10763-015-9698-2
  31. Marzano, A., Vegliante, R., & De Angelis, M. (2015). Quali-quantitative approach in educational research. In INTED2015 Proceedings (pp. 405-412). IATED.
  32. McLeod, D. B. (1992). Research on affect in mathematics education: A re-conceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics, teaching and learning (pp. 575–596). Macmillan.
  33. Montgomery, D. C., & Runger, G. C. (2010). Applied Statistics and Probability for Engineers. John Wiley & Sons.
  34. Núñez, R. P., Suárez, C. H., Solano-Pinto, N., & Fernández-Cézar, R. (2023). Predictor Variables Of Academic Success In Mathematics Under A Binary Logistic Regression Model. Journal of Positive Psychology and Wellbeing, 551-575. https://www.journalppw.com/index.php/jppw/article/view/15557/10013
  35. Ortony, A., Clore, G. L. & Collins, A. (1988). The cognitive structure of emotions. Cambridge, United Kingdom: Cambridge University Press. http://dx.doi.org/10.1017/9781108934053
  36. Peixoto, F., Sanches, C., Mata, L., & Monteiro, V. (2017). “How do you feel about math?”: Relationships between competence and value appraisals, achievement emotions and academic achievement. European Journal of Psychology of Education, 32, 385-405. http://dx.doi.org/10.1007/s10212-016-0299-4
  37. Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. http://dx.doi.org/10.1007/s10648-006-9029-9
  38. Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In Emotion in education (pp. 13-36). Academic Press.
  39. Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48. https://doi.org/10.1016/j.cedpsych.2010.10.002
  40. Pekrun, R., Hall, N. C., Goetz, T., Perry, R. P., & Frenzel, A. C. (2014). Boredom and academic achievement: Testing a model of reciprocal causation. Journal of Educational Psychology, 106(3), 696-710. https://doi.org/10.1037/a0036006
  41. Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 1–10). Routledge/Taylor & Francis Group. http://dx.doi.org/10.4324/9780203148211.ch1
  42. Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child development, 88(5), 1653-1670. http://dx.doi.org/10.1111/cdev.12704
  43. Plenty, S., & Heubeck, B. G. (2013). A multidimensional analysis of changes in mathematics motivation and engagement during high school. Educational Psychology, 33(1), 14-30. http://dx.doi.org/10.1080/01443410.2012.740199
  44. Putwain, D. W., Pekrun, R., Nicholson, L. J., Symes, W., Becker, S., & Marsh, H. W. (2018). Control-value appraisals, enjoyment, and boredom in mathematics: A longitudinal latent interaction analysis. American Educational Research Journal, 55(6), 1339–1368. http://dx.doi.org/10.3102/0002831218786689
  45. Ramdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: The important role of homework. Journal of Advanced Academics, 22(2), 194-218.
  46. Rodrigues, M., Fernández Cézar, R., & Rosa, J. (2017). Attitudes towards mathematics in pre-service teachers: a comparative study between Spain and Portugal focusing on anxiety. International Journal for Research in Mathematics Education, 71-87. http://funes.uniandes.edu.co/26608/1/Rodrigues2017Attitudes.pdf
  47. Sanches, C., Monteiro, V., Mata, L., Santos, N., & Gomes, M. (2020). Psychometric properties of the Portuguese version of the Achievement Emotions Questionnaire for Elementary School. Análise Psicológica, 38(1), 127-139. http://dx.doi.org/10.14417/ap.1671
  48. Schoenfeld, A. H. (1983). Beyond the purely cognitive: Belief systems, social cognitions, and metacognitions as driving forces in intellectual performance. Cognitive Science, 7(4), 329–363. http://dx.doi.org/10.1207/s15516709cog0704_3
  49. Schukajlow, S., Rakoczy, K., & Pekrun, R. (2023). Emotions and motivation in mathematics education: Where we are today and where we need to go. ZDM–Mathematics Education, 1-19. http://dx.doi.org/10.1007/s11858-022-01463-2
  50. Schutz, P. A., Cross, D. I., Hong, J. Y., Osbon, J. N. (2007). Teacher identities, beliefs, and goals related to emotions. In Schutz, P.A. & Pekrun, R. (Eds.), Emotion in Education (pp. 223–241). Elsevier. https://doi.org/10.1016/B978-012372545-5/50014-9
  51. Shuman, V., & Scherer, K. R. (2014). Concepts and structures of emotions. International handbook of emotions in education, 23-45. http://dx.doi.org/10.4324/9780203148211.ch2
  52. Suparman, S., Juandi, D., & Herman, T. (2021, March). Achievement emotions of female students in mathematical problem-solving situations. In Journal of Physics: Conference Series (Vol. 1806, No. 1, p. 012106). IOP Publishing. http://dx.doi.org/10.1088/1742-6596/1806/1/012106
  53. Tee, K. N., Leong, K. E., & Rahim, S. S. A. (2018). Effects of self-regulation strategies training on secondary students’ attitude and self-reflection toward mathematics. Journal of Research in Science, Mathematics and Technology Education, 1(2), 143-168. http://dx.doi.org/10.31756/jrsmte.122
  54. The Jamovi project (2022). jamovi. (Version 2.3) [Computer Software]. Retrieved from https://www.jamovi.org.
  55. Tze, V. M. C., Li, J. C. H., & Parker, P. C. (2021). A mediation analysis of emotions based on the control-value theory. Current Psychology, 42, 5392-5406. http://dx.doi.org/10.1007/s12144-021-01840-2
  56. Wu, S. S., Willcutt, E. G., Escovar, E., & Menon, V. (2014). Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors. Journal of Learning Disabilities, 47(6), 503-514. https://doi.org/10.1177/0022219412473154
  57. Zakariya, Y. F. (2017). Development of Attitudes towards Mathematics Scale (ATMS) Using Nigerian Data-Factor Analysis as a Determinant of Attitude Subcategories. International Journal of Progressive Education, 13(2), 74-84. https://files.eric.ed.gov/fulltext/EJ1145597.pdf
  58. Zan, R., Brown, L., Evans, J., & Hannula, M. S. (2006). Affect in mathematics education: An introduction. Educational Studies in Mathematics, 63(2), 113–122. http://dx.doi.org/10.1007/s10649-006-9028-2
  59. Zulkiflee, M. F. A., & Nimehchisalem, V. (2022). Speaking Anxiety among Single-Gender and Co-Educational Schools Students in an Online Learning Context. Open Journal of Modern Linguistics, 12(4), 438-459. http://dx.doi.org/10.4236/ojml.2022.124032