| Abstract [eng] |
The decline in mathematics’ results in recent years and the frequent negative emotions experienced by students during mathematics lessons has prompted a search for the causes of this trend. One of the approaches taken in this paper is to explore students' learning motivation. This study sought to understand the relationship between motivational beliefs, positive and negative emotions experienced during mathematics lessons, and achievement among pupils in lower secondary school. The participants were 506 pupils attending the first grade in a gymnasium. The data were collected during lessons using a paper questionnaire. Statistical data analysis revealed that although expectations of mathematics’ success and beliefs about one's abilities are the strongest positive predictors of academic achievement, gender, attainment value and ego cost are also positive predictors of achievement in mathematics. Positive emotions experienced during mathematics lessons partially explain the relationship between utility, attainment values, effort, opportunity, emotional and ego costs with mathematics achievements. Negative emotions, on the other hand, explain the link between intrinsic, utility, attainment values, effort, opportunity and ego costs with mathematics grades. Meanwhile, gender affects the strength of predictive relationships between effort cost and positive emotions, negative emotions and achievement in mathematics, as well as the strength of the predictive relationship between ego cost and positive emotions, and the strength of the predictive relationship between opportunity cost and achievement in mathematics. |
