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The Role and Sequencing of Academic Emotions During Mathematics Problem Solving Among Elementary Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Role and Sequencing of Academic Emotions During Mathematics Problem Solving Among Elementary Students./
作者:	di Leo, Ivana.
面頁冊數:	1 online resource (267 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
Contained By:	Dissertations Abstracts International84-11B.
標題:	Metacognition. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30452634click for full text (PQDT)
ISBN:	9798379483357

The Role and Sequencing of Academic Emotions During Mathematics Problem Solving Among Elementary Students.
di Leo, Ivana.

The Role and Sequencing of Academic Emotions During Mathematics Problem Solving Among Elementary Students. - 1 online resource (267 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: B.

Thesis (Ph.D.)--McGill University (Canada), 2019.

Includes bibliographical references

Emotions are ubiquitous in academic settings. However, until recently, the role of emotions during learning has been overlooked in educational research. For decades, research calls have been made to examine the role of emotions in learning and to integrate theories of emotion into educational interventions. In this dissertation, I first conduct a literature review that examines relevant theoretical frameworks and methodologies. Limitations from previous research are identified and recommendations for advancing the field are offered. These recommendations include: (1) assessing the antecedents and consequences of emotions during learning, (2) identifying patterns of emotional state transitions, and, (3) determining how theories and methods from cognitive and emotional domains can be integrated into practice. Following this review, two empirical manuscripts are presented that address these issues and aim to extend the literature. The first empirical manuscript reports on two studies that explore the role and dynamics of emotions during mathematics problem solving among elementary students. Results demonstrated that emotions predicted cognitive and metacognitive learning strategies; patterns of emotional state transitions were observed; and confusion and frustration occurred most frequently during problem solving. The second empirical manuscript reports on the efficacy of a cognitive-emotional intervention I designed to help elementary students resolve confusion during mathematics problem solving through promoting self-regulated learning strategies. Results revealed that students who received the intervention had better achievement scores, used more learning strategies, and expressed less frustration and more positive emotions than students in the control condition. Theoretical and methodological contributions, educational implications, and future directions are discussed in each manuscript. I conclude the dissertation with a final discussion of the overall contributions of this research and future directions.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379483357Subjects--Topical Terms:

521861
Metacognition.
Index Terms--Genre/Form:

542853
Electronic books.

The Role and Sequencing of Academic Emotions During Mathematics Problem Solving Among Elementary Students.
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500 $a Source: Dissertations Abstracts International, Volume: 84-11, Section: B.
500 $a Advisor: Muis, Krista.
502 $a Thesis (Ph.D.)--McGill University (Canada), 2019.
504 $a Includes bibliographical references
520 $a Emotions are ubiquitous in academic settings. However, until recently, the role of emotions during learning has been overlooked in educational research. For decades, research calls have been made to examine the role of emotions in learning and to integrate theories of emotion into educational interventions. In this dissertation, I first conduct a literature review that examines relevant theoretical frameworks and methodologies. Limitations from previous research are identified and recommendations for advancing the field are offered. These recommendations include: (1) assessing the antecedents and consequences of emotions during learning, (2) identifying patterns of emotional state transitions, and, (3) determining how theories and methods from cognitive and emotional domains can be integrated into practice. Following this review, two empirical manuscripts are presented that address these issues and aim to extend the literature. The first empirical manuscript reports on two studies that explore the role and dynamics of emotions during mathematics problem solving among elementary students. Results demonstrated that emotions predicted cognitive and metacognitive learning strategies; patterns of emotional state transitions were observed; and confusion and frustration occurred most frequently during problem solving. The second empirical manuscript reports on the efficacy of a cognitive-emotional intervention I designed to help elementary students resolve confusion during mathematics problem solving through promoting self-regulated learning strategies. Results revealed that students who received the intervention had better achievement scores, used more learning strategies, and expressed less frustration and more positive emotions than students in the control condition. Theoretical and methodological contributions, educational implications, and future directions are discussed in each manuscript. I conclude the dissertation with a final discussion of the overall contributions of this research and future directions.
520 $a Les emotions sont omnipresentes dans les milieux academiques. Cependant, jusqu'a recemment, le role des emotions au cours de l'apprentissage a ete neglige dans la recherche en education. Pendant des decennies, des appels a la recherche ont ete lances pour examiner le role des emotions dans l'apprentissage et pour integrer les theories de l'emotion aux interventions educatives. Dans cette these, je mene d'abord une analyse de la litterature qui examine les structures theoriques et methodologiques pertinentes. Des restrictions de recherches precedentes sont identifiees et des recommandations progressives sont proposees : (1) l'evaluation des antecedents et des consequences des emotions au cours de l'apprentissage, (2) l'identification des transitions des etats emotionnels et (3) la maniere dont les theories et les methodes des domaines cognitifs et emotionnels peuvent etre integrees a la pratique. Suite a cette analyse, deux manuscrits empiriques sont presentes et abordent ces questions et visent a approfondir la litterature. Le premier presente deux etudes explorant le role et la dynamique des emotions lors de la resolution de problemes de mathematiques chez les eleves du primaire. Les resultats reveles que les emotions predisaient des strategies d'apprentissage cognitives et metacognitives ; des modeles de transitions d'etat emotionnel ont ete observes ; et confusion et frustration se sont produites le plus souvent. Le deuxieme manuscrit presente l'efficacite d'une intervention que j'ai concue pour aider les eleves du primaire a resoudre leur confusion au cours de la resolution de problemes de mathematiques en promouvant des strategies d'apprentissage. Les eleves qui ont recu l'intervention avaient obtenu de meilleurs resultats, utilisaient plus de strategies d'apprentissage et exprimaient moins de frustration et plus d'emotions positives que les eleves de la condition de controle. Les contributions theoriques et methodologiques, les implications pedagogiques et les orientations futures sont discutees dans chaque manuscrit. Je termine par une derniere discussion sur les contributions globales de cette recherche et les orientations futures.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
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650 4 $a Emotions. $3 524569
650 4 $a Cognition & reasoning. $3 3556293
650 4 $a Cognitive psychology. $3 523881
650 4 $a Psychology. $3 519075
655 7 $a Electronic books. $2 lcsh $3 542853
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690 $a 0621
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a McGill University (Canada). $3 1018122
773 0 $t Dissertations Abstracts International $g 84-11B.
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