| Abstract [eng] |
There are plenty of researches in the academic literature on the links between the social environment and student learning. However, there is a lack of research examining the links between personal characteristics and learning of mathematics. It is important to note that over the last few years there has been a consistent decline in the mathematics performance of Lithuanian students. Therefore, the aim of this study is to investigate the relationship between mindfulness and mathematics learning (engagement in learning, feelings during lessons, satisfaction with lessons, achievements) in seventh and eighth grade students. The study includes interview of 341 students in seventh and eighth grades (177 girls, 136 boys, gender of 28 respondents was not specified) from ten different schools in Lithuania. Mindfulness was assessed using the Child and Adolescent Mindfulness Measure. Students' satisfaction of basic psychological needs and frustration were assessed using the Basic Psychological Needs Satisfaction and Frustrating Scale. Engagement in learning mathematics was assessed using statements from the Mathematics and Science Engagement Scale, the Dual–Approach Instruction and the Motivated Strategies for Learning Questionnaire. The Positive Affect and Negative Affect Schedule (PANAS) Scale was used to assess feelings during mathematics lessons. Satisfaction with mathematics lessons was assessed using statements from the Mathematics and Science Engagement Scale. Mathematics achievements were measured with one statement. The results showed that mindfulness is more common in boys than girls. However, unlike boys, girls are characterised by behavioural engagement and negative emotions in mathematics learning. Both seventh and eighth graders show similar levels of mindfulness in mathematics learning. The study also revealed that mindfulness and need for competence negatively predicted negative emotions in mathematics learning, while autonomy need frustration and need for competence frustration positively predicted negative emotions in mathematics learning. |
