Examining Mathematics-Related Affect and its Development during Comprehensive School Years in Finland

Mathematics-related affect is told to predict choices concerning future studies, to correlate with performance, and to be of importance per se. Unfortunately, the affect towards mathematics is frequently reported to be low in several countries, and this contradiction cannot be solved before knowing...

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Veröffentlicht in:	North American Chapter of the International Group for the Psychology of Mathematics Education 2014
Hauptverfasser:	Tuohilampi, Laura, Hannula, Markku S, Laine, Anu, Metsämuuronen, Jari
Format:	Report
Sprache:	eng
Schlagworte:	Affective Behavior Attitude Measures Correlation Decision Making Elementary School Students Foreign Countries Intervention Learning Motivation Longitudinal Studies Mathematics Achievement Mathematics Education Mathematics Instruction Prediction Secondary School Students Self Efficacy Student Attitudes
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Zusammenfassung:	Mathematics-related affect is told to predict choices concerning future studies, to correlate with performance, and to be of importance per se. Unfortunately, the affect towards mathematics is frequently reported to be low in several countries, and this contradiction cannot be solved before knowing more about its development. The objective of this study is to increase our knowledge about the timing of the affective factors getting worse, which is crucial for implementing interventions at a correct phase. We investigated a longitudinal data covering Finnish students' affect during comprehensive school years (n=3502). As a result, it was found that enjoyment of mathematics is most likely to decrease during primary school years, whereas self-efficacy is most likely to decrease during lower secondary school years. [For the complete proceedings, see ED597799.]