Abstract
In education, students experience different emotions, which affect their academic performance, engagement, and achievement. In the classroom, these emotional experiences of students are called academic emotions (Lei & Cui, 2016). This paper holds two-fold aims: to inquire about class-related emotions; and to find gender differences in the emotional experiences of undergraduates of a math course. The theoretical framework was grounded in control value theory. The purpose of the study was achieved by adopting a positivist paradigm, and applying a quantitative research method. The achievement emotions questionnaire (2000) was adapted as a data collection tool for class-related emotions. The data were collected from 162 undergraduates. The descriptive analysis was run for comparing group means on SPSS v. 23. The findings reported more positive emotional experiences: pride and enjoyment, and less negative emotional experiences: anxiety, anger, hopelessness, shame, and boredom in learning math in students. Moreover, interesting differences were found in class-related emotions between males and females. Future researchers direct focus on assessing test-related, learning-related, and teacher-related emotions of students learning science courses, and uncover underlying factors of negative emotions and environmental inciters of emotions from an interpretivist's perspective.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
More From: International Journal of Social Science & Entrepreneurship
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.