A Longitudinal Analysis of the Relationship between Mathematics-Related Affect and Achievement in Finland

In this paper, a nationally representative longitudinal data of mathematics learning outcomes in Finland is analyzed in order to determine the direction of causality between mathematics-related affect and achievement. First, the results indicated that students' mathematical achievement, emotion...

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Veröffentlicht in:	North American Chapter of the International Group for the Psychology of Mathematics Education 2014
Hauptverfasser:	Hannula, Markku S, Bofah, Emmanuel, Tuohilampi, Laura, Metsämuuronen, Jari
Format:	Report
Sprache:	eng
Schlagworte:	Correlation Elementary School Students Foreign Countries Longitudinal Studies Mathematics Achievement Psychological Patterns Secondary School Students Self Efficacy
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Zusammenfassung:	In this paper, a nationally representative longitudinal data of mathematics learning outcomes in Finland is analyzed in order to determine the direction of causality between mathematics-related affect and achievement. First, the results indicated that students' mathematical achievement, emotion, and self-efficacy were significantly stable over time. Different models were estimated to test the reciprocal relationship between students affect and achievement. The results indicated that mathematics achievement and self-efficacy have a reciprocal relation, where the dominant effect is from achievement to self-efficacy. The results indicate also a weaker unidirectional effect from achievement to emotion. [For the complete proceedings, see ED597799.]