International Journal of Innovation in Science and Mathematics Education,
Год журнала:
2023,
Номер
31(2)
Опубликована: Авг. 29, 2023
A
self-assessment
instrument
helps
mathematics
teachers
to
identify
students'
learning
behaviour
and
intervene
with
appropriate
instructional
design
for
engaged
meaningful
in
a
class.
This
study,
thus,
aims
design,
develop,
validate
classroom
secondary-level
students.
study
comprises
four
systematic
levels
of
development
validation
processes.
Firstly,
it
begins
review
different
theories
related
literature
formulating
the
relevant
assessment
domains
instrument.
Secondly,
continues
tool
item
processes
based
on
pre-determined
domains.
The
third
level
involves
draft
reviewing
process
by
experts
pre-testing
sample
540
secondary
last
stage
includes
testing
verification
using
statistical
tools.
Thus,
this
establishes
verified
completing
construction.
Abstract
Emotions
and
motivation
are
important
for
learning
achievement
in
mathematics.
In
this
paper,
we
present
an
overview
of
research
on
students’
emotions
First,
briefly
review
how
early
has
developed
into
the
current
state-of-the-art
outline
following
key
characteristics
motivation:
objects,
valence,
temporal
stability
(vs.
variability),
situational
specificity
generality).
Second,
summarize
major
theories
field
(the
control-value
theory
emotions,
expectancy-value
achievement-related
motivation,
self-determination
human
social-cognitive
self-efficacy).
Third,
instructional
that
have
been
shown
to
foster
motivation.
Fourth,
provide
contributions
special
issue
“Emotions
Motivation
Mathematics
Education
Educational
Psychology.”
Finally,
suggest
directions
future
with
respect
advancing
theory,
improving
measurement,
considering
diversity
inclusion.
European Journal of Psychology of Education,
Год журнала:
2024,
Номер
39(2), С. 1587 - 1613
Опубликована: Фев. 28, 2024
Abstract
Mathematics
teachers’
beliefs
are
central
to
mathematics
teaching
and
student
learning.
Because
different
aspects
of
motivation
affect—particularly
enjoyment—primarily
develop
within
the
classroom
context,
examining
how
may
affect
outcomes
in
is
imperative.
The
current
study
examines
about
nature
learning
connection
students’
(i.e.
intrinsic
value,
utility
value
perceived
competence)
enjoyment
across
settings
by
considering
achievement,
gender
composition
socioeconomic
behavioural).
Data
were
collected
from
3rd-
4th-grade
teachers
(
N
=
686)
their
students
11,782)
six
countries
Norway,
Finland,
Sweden,
Portugal,
Estonia
Serbia).
A
two-level
structural
equation
modelling
technique
(TSEM)
level
level)
with
random
slopes
was
employed
address
our
research
questions.
results
indicate
that
competence
positively
relate
all
countries.
Teachers’
moderate
within-classroom
relationship
between
boys
girls
Portugal
Norway.
Unlike
boys,
consistently
perceive
themselves
as
less
competent
mastering
mathematics,
even
primary
school.
Classroom
had
a
more
pronounced
influence
on
Norway
Serbia.
In
relation
beliefs,
behavioural
relevant
Sweden.
Finland
essential
boys’
girls’
differential
Motivation and Emotion,
Год журнала:
2023,
Номер
48(1), С. 36 - 50
Опубликована: Дек. 8, 2023
Abstract
Research
shows
that
in
university
education
programs,
students’
motivation
decreases
over
time,
which
is
associated
with
indicators
of
reduced
academic
success,
such
as
student
dropout
rate.
Consequently,
researchers
have
analyzed
change
and
explored
the
options
available
to
universities
maintain
a
high
level
among
students.
Using
Person-environment
fit
theory,
our
research
suggests
perceived
support
offered
by
lecturers
instructional
quality
influence
subject
interest.
We
conducted
longitudinal
design
823
participants
from
Baden-Wuerttemberg
Cooperative
State
University
estimated
latent
score
model
using
data
collected
between
participants’
first
second
years.
Our
findings
suggest
mitigated
decrease
Moreover,
results
hypothesis
can
attenuate
decreasing
interest
are
contextualized
reference
contemporary
field
we
offer
practical
suggestions
for
maintaining
Behavioral Sciences,
Год журнала:
2024,
Номер
14(2), С. 133 - 133
Опубликована: Фев. 13, 2024
The
social
and
emotional
competence
of
adolescents
serves
as
the
cornerstone
for
their
success
future
development.
This
study
aims
to
explore
impact
distributed
leadership
on
adolescents,
examining
mediating
roles
student-centered
teaching
practices
teacher
self-efficacy.
Utilizing
survey
data
from
7246
Chinese
in
SESS
project,
employs
a
multi-level
structural
equation
modeling
approach
analysis.
results
indicate
that
positively
predicts
adolescents.
Furthermore,
exerts
indirect
effects
adolescents’
through
independent
self-efficacy,
well
sequential
mediation
process
involving
leading
elucidates
how
facilitates
development
competence,
confirming
supportive
factors
influencing
these
crucial
capacities.
Simultaneously,
it
provides
valuable
insights
into
daily
teachers,
principals,
administrators.
Research and Practice in Technology Enhanced Learning,
Год журнала:
2024,
Номер
20, С. 010 - 010
Опубликована: Май 20, 2024
This
study
investigates
the
usefulness
of
integrating
Kahoot
application
as
an
instructional
tool
to
boost
motivation
and
academic
achievement
among
10th-grade
mathematics
students
in
Abu
Dhabi
Emirate
Schools.
A
sample
60
was
deliberately
selected
randomly
assigned
either
experimental
group
(30
students)
instructed
with
Kahoot,
or
a
control
taught
using
traditional
methods.
quasi-experimental
approach
for
this
investigate
cause-and-effect
relationship
between
utilization
mathematical
education
its
impact
on
student
achievement.
comprehensive
statistical
analysis,
specifically
employing
independent
samples
t-test
scale
one-way
ANCOVA
performance,
revealed
statistically
significant
differences
favouring
group.
These
results
signify
that
integration
holds
promise
positively
influencing
research
underscores
potential
valuable
educational
tool,
offering
insights
educators
policymakers
seeking
enhance
through
technology-integrated
instruction.
Frontiers in Education,
Год журнала:
2025,
Номер
9
Опубликована: Янв. 2, 2025
School
factors
represent
a
significant
variable
that
exerts
profound
influence
on
student
academic
achievement
(AA).
The
construction
and
development
of
psychological
capital
(PsyCap)
theory
has
led
to
the
realization
PsyCap
is
an
important
factor
influencing
AA.
This
study
aimed
investigate
effect
non-physical
school
factors,
namely
satisfaction
(SS),
teacher
support
(TS)
teacher-student
relationship
(TSR),
AA
through
their
PsyCap.
Adopting
quantitative
research
methodology
based
positivist
concepts,
analyzed
data
using
SPSS
27
Amos
27.
findings
indicated
SS,
TS,
TSR,
exerted
considerable
positive
sizes
were
as
follows:
SE
(SS
→
AA)
=
0.258***,
(TS
0.233***,
(TSR
0.255***,
(PsyCap→AA)
0.427***.
results
demonstrated
mediating
effects
TSR
accounted
for
29.1,
41.2,
37.2%
total
each
pathway,
in
order.
A
noteworthy
finding
this
key
influencers,
person,
more
pronounced
students’
than
other
influencers.
Furthermore,
impact
also
pronounced.
model
developed
TS
mediation
addresses
gap
existing
educational
literature
contributes
evolving
body
knowledge
field
education,
particularly
context
primary
education.
International Electronic Journal of Mathematics Education,
Год журнала:
2025,
Номер
20(2), С. em0817 - em0817
Опубликована: Янв. 29, 2025
This
study
explores
the
factors
influencing
mathematics
performance,
teacher
satisfaction,
and
school
environment
across
six
economies
using
data
from
PISA
2022.
Employing
hierarchical
linear
modeling,
research
examines
individual
institutional
variables
at
student,
teacher,
levels.
Key
findings
reveal
significant
differences
in
mathematical
performance
between
high-
low-performing
economies,
with
such
as
socio-economic
status,
cognitive
activation,
support
playing
critical
roles.
Additionally,
satisfaction
is
strongly
linked
to
classroom
climate
professional
alignment
teaching
goals.
The
analysis
highlights
how
systemic
cultural
influence
outcomes,
offering
policy
insights
improve
global
education.
Psychology in the Schools,
Год журнала:
2025,
Номер
unknown
Опубликована: Фев. 12, 2025
ABSTRACT
The
study
aimed
to
examine
the
impact
of
social‐emotional
competence
(SEC)
training
for
teachers
on
adolescents'
SEC
and
explore
underlying
mechanisms.
Based
KAB
behavior
change
model,
this
constructs
an
analytical
framework
empirically
analyzes
intrinsic
connection
between
teacher
students'
using
data
from
3,588
participants
in
SSES
project.
findings
indicate
that
students
taught
by
with
higher
participation
achieved
scores
were
5.08
points
average
than
those
lower
participation.
Among
various
aspects,
has
greatest
collaboration
skills
least
openness.
Furthermore,
analysis
mechanism
through
which
affects
reveals
is
statistically
significant
mediated
teachers'
teaching
attitudes
methods.
While
a
methods,
not
unilaterally
transmitted
but
moderated
teacher‐student
relationships.
research
results
show
offering
can
positively
highlight
important
role
teachers’
methods
process.
This
study
investigates
the
relationships
among
teacher
self-efficacy,
grit,
metacognition,
and
work
engagement
secondary
school
English
as
a
Foreign
Language
(EFL)
teachers
in
mainland
China
Hong
Kong.
Utilizing
purposive
sampling
method,
592
from
diverse
educational
settings
participated
study.
Structural
Equation
Modeling
(SEM)
was
employed
to
analyze
data,
revealing
that
both
self-efficacy
grit
significantly
predict
engagement,
with
teaching
metacognition
serving
mediator
these
relationships.
Notably,
impact
of
on
stronger
Kong,
while
exhibited
more
pronounced
indirect
effect
through
same
region.
These
findings
underscore
importance
fostering
alongside
enhancing
metacognitive
practices,
bolster
engagement.
The
highlights
cultural
systemic
factors
influence
dynamics,
providing
insights
for
developing
targeted
professional
development
programs
supportive
policies
tailored
different
contexts.
