Bibliographic Details
| Title: |
Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics. |
| Alternate Title: |
Sentimientos y rendimiento en el primer curso universitario: las emociones como predictores de resultados académicos en las matemáticas y la estadística. |
| Authors: |
Niculescu, Alexandra C.1 a.niculescu@maastrichtuniversty.nl, Tempelaar, Dirk2, Leppink, Jimmie3, Dailey-Hebert, Amber4, Segers, Mien1, Gijselaers, Wim1 |
| Source: |
Electronic Journal of Research in Educational Psychology. Dec2015, p431-462. 32p. 9 Charts. |
| Subject Terms: |
*College students, *Research, *Learning, *Emotions, Mathematics, Statistics |
| Abstract (English): |
Introduction. This study examined the predictive value of four learning-related emotions -- Enjoyment, Anxiety, Boredom and Hopelessness for achievement outcomes in the first year of study at university. Method. We used a large sample (N = 2337) of first year university students enrolled over three consecutive academic years in a mathematics and statistics course, from an undergraduate Economics and an International Business degree programs. Results. We first showed significant differences in the emotional experiences between the students who attended, and those who were absent from the final exam. Second, the present study found emotions to have a strong predictive value for student exam scores, particularly for learning hopelessness and a prior mathematics background. This relationship was consistent over three consecutive academic years. Discussion and Conclusion. Recommendations for improving educational practice have been formulated and are shared in this article. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
Introducción. Este estudio examinó el valor predictivo de cuatro emociones relacionadas con el aprendizaje -disfrute, ansiedad, aburrimiento y desesperación- en los resultados académicos de alumnos en primer año de carrera universitaria. Método. Usamos una muestra amplia (N = 2337) de estudiantes de primero de carrera matriculados durante tres años académicos consecutivos en un curso de matemáticas y estadística de programas de grado en Economía y Comercio International. Resultados. Primero encontramos diferencias significativas en las experiencias emocionales entre los estudiantes que realizaron el examen final y los que no. Segundo, se encontró que las emociones tienen un elevado poder predictivo en las notas obtenidas en el examen por los alumnos, especialmente desesperación relacionada con el aprendizaje y conocimiento previo sobre matemáticas. Esta relación se mantuvo a lo largo de tres cursos académicos consecutivos. Discusión y conclusión. Se presentan recomendaciones para mejorar la práctica educativa. [ABSTRACT FROM AUTHOR] |
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Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
