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dc.contributor.advisorMoate, Josephine
dc.contributor.authorMadtha, Samuel Antony
dc.date.accessioned2021-07-05T06:32:10Z
dc.date.available2021-07-05T06:32:10Z
dc.date.issued2021
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/76981
dc.description.abstractUnderstanding students’ academic emotions and their influencers and implications has been a challenge and growing interest in educational research (Martínez-Sierra & García-González, 2014; Larkin & Jorgensen, 2015; etc.). The purpose of this qualitative study is to examine positive, negative and mixed emotional experiences involved in general, non-test engagement with mathematics towards understanding the variety and dynamics of emotions and their antecedents. The data collected comprised of reflections on emotional experiences associated with math-learning and achievement maintained in journals by thirty middle-school students from Delhi, India. Thematic analysis of the data led to the identification of three main categories of emotion-influencing factors and of the collective and mitigating influences of key antecedents across the three categories: lesson planning and implementation, classroom culture and expectations, and cognition and motivation. The findings are consistent with the Control-Value Theory of Achievement Emotions (Pekrun, 2006) and offer insights on classroom practices, conditions and environment that are likely to foster emotions that enhance math-learning and outcomes. The central message of the conclusion is that an overall positively perceived experience can be created by mitigating negative influences through an understanding of the collective contribution of antecedents towards the nature of emotional experiences.en
dc.format.extent44
dc.language.isoen
dc.subject.otheracademic emotions
dc.subject.otherantecedents
dc.titleMathemagic or Mathetragic : A Thematic Analysis of Student-reported Antecedents of Academic Emotions in Middle-school Mathematics
dc.identifier.urnURN:NBN:fi:jyu-202107054167
dc.type.ontasotMaster’s thesisen
dc.type.ontasotPro gradu -tutkielmafi
dc.contributor.tiedekuntaKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.tiedekuntaFaculty of Education and Psychologyen
dc.contributor.laitosKasvatustieteiden laitosfi
dc.contributor.laitosDepartment of Educationen
dc.contributor.yliopistoJyväskylän yliopistofi
dc.contributor.yliopistoUniversity of Jyväskyläen
dc.contributor.oppiaineMaster's Degree Programme in Educationfi
dc.contributor.oppiaineMaster's Degree Programme in Educationen
dc.rights.copyrightJulkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.rights.copyrightThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.contributor.oppiainekoodi102
dc.subject.ysomotivaatio
dc.subject.ysokognitio
dc.subject.ysooppimisympäristö
dc.subject.ysotunteet
dc.subject.ysomotivation (mental objects)
dc.subject.ysocognition
dc.subject.ysolearning environment
dc.subject.ysoemotions


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