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The Mathematics Achievement Emotions of Chinese Secondary Students and Their Relationships to Teacher-Student Interaction and Mathematics Learning Outcomes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Mathematics Achievement Emotions of Chinese Secondary Students and Their Relationships to Teacher-Student Interaction and Mathematics Learning Outcomes./
作者:	Lin, Wei.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	285 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-05, Section: A.
Contained By:	Dissertations Abstracts International80-05A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=11012153
ISBN:	9780438658554

The Mathematics Achievement Emotions of Chinese Secondary Students and Their Relationships to Teacher-Student Interaction and Mathematics Learning Outcomes.
Lin, Wei.

The Mathematics Achievement Emotions of Chinese Secondary Students and Their Relationships to Teacher-Student Interaction and Mathematics Learning Outcomes. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 285 p.

Source: Dissertations Abstracts International, Volume: 80-05, Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2018.

This item must not be sold to any third party vendors.

The Mathematics Achievement Emotions are significant for students' mathematics learning, and students' achievement emotions should be motivated and sustained to achieve better learning outcomes. This study aimed to investigate elementary students' mathematics achievement emotions, and their effects on the relationships between teachers' interactions and students' mathematics learning outcomes in mainland China. An explanatory sequential mixed-method was adopted in this study. Quantitative data were collected in the first phase, and the supplementary qualitative data were analyzed in the second phase. In the first phase, a total of 1423 Grade 7 to 9 junior secondary students responded to questionnaires that comprised three sets of scales, including the Chinese version of Mathematics Achievement Emotion Questionnaire (AEQ-M), the Questionnaire of Teacher Interaction (QTI), and students' mathematics learning outcome assessments. Statistical Package for the Social Sciences (SPSS) Version 16.0 and Analysis of Moment Structures (AMOS) Version 17.0 were used for quantitative data analysis. In order to explain the statistical results and explore students' views in depth, a qualitative approach involving interviews and documentary analysis was adopted with 16 student cases from four different schools in the second phase. The quantitative phase of this study arrived at the following findings. First, students' mathematics learning outcomes were related to their achievement emotions. Specifically, students' cognitive learning outcomes and affective learning outcomes were positively related to their achievement enjoyment, whereas students' cognitive learning outcomes were negatively related to their achievement anxiety. Second, students' mathematics learning outcomes were also related to their teachers' interaction. Underpinned by teacher interaction theory, eight types of teacher interaction were constructed in the theoretical model. Students' mathematics learning outcomes were positively related to two types of teacher interaction, i.e., leadership and freedom teacher interaction. Their learning outcomes were negatively related to uncertain, dissatisfied and admonishing teacher interaction. Third, students' mathematics achievement emotions mediated the relationship between all types of teacher interaction and their mathematics learning outcomes. The findings of the qualitative phase suggested the significance of mathematics achievement emotions in students' mathematics learning. A variety of metaphors were adopted to describe the roles of mathematics achievement emotions, such as the 'barometer', the 'vane', the 'control tower' in students' mathematics learning. In addition, teacher interaction was found to be significant in students' mathematics achievement emotions and their learning outcomes in this phase. For example, students' enjoyment would be inspired by leadership teacher interaction, through their skillful language, teaching art, study habit, and classroom discipline instruction; Students' pride would be inspired by freedom teacher interaction, through the freedom space given by teachers; students' anger or other negative emotions would be inspired by uncertain, dissatisfied and admonishing teacher interaction. The findings highlighted the significance of 'leadership' and 'freedom' teacher interaction in students' mathematics achievement emotions and learning outcomes. The implications of these findings for understanding the 'teacher-centered' and 'student-centered' approaches to teaching in mainland China were discussed. The results provide empirical evidence for enhancing mathematics teaching in practice. Finally, suggestions for future research were put forward.

ISBN: 9780438658554Subjects--Topical Terms:

641129
Mathematics education.

The Mathematics Achievement Emotions of Chinese Secondary Students and Their Relationships to Teacher-Student Interaction and Mathematics Learning Outcomes.
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520 $a The Mathematics Achievement Emotions are significant for students' mathematics learning, and students' achievement emotions should be motivated and sustained to achieve better learning outcomes. This study aimed to investigate elementary students' mathematics achievement emotions, and their effects on the relationships between teachers' interactions and students' mathematics learning outcomes in mainland China. An explanatory sequential mixed-method was adopted in this study. Quantitative data were collected in the first phase, and the supplementary qualitative data were analyzed in the second phase. In the first phase, a total of 1423 Grade 7 to 9 junior secondary students responded to questionnaires that comprised three sets of scales, including the Chinese version of Mathematics Achievement Emotion Questionnaire (AEQ-M), the Questionnaire of Teacher Interaction (QTI), and students' mathematics learning outcome assessments. Statistical Package for the Social Sciences (SPSS) Version 16.0 and Analysis of Moment Structures (AMOS) Version 17.0 were used for quantitative data analysis. In order to explain the statistical results and explore students' views in depth, a qualitative approach involving interviews and documentary analysis was adopted with 16 student cases from four different schools in the second phase. The quantitative phase of this study arrived at the following findings. First, students' mathematics learning outcomes were related to their achievement emotions. Specifically, students' cognitive learning outcomes and affective learning outcomes were positively related to their achievement enjoyment, whereas students' cognitive learning outcomes were negatively related to their achievement anxiety. Second, students' mathematics learning outcomes were also related to their teachers' interaction. Underpinned by teacher interaction theory, eight types of teacher interaction were constructed in the theoretical model. Students' mathematics learning outcomes were positively related to two types of teacher interaction, i.e., leadership and freedom teacher interaction. Their learning outcomes were negatively related to uncertain, dissatisfied and admonishing teacher interaction. Third, students' mathematics achievement emotions mediated the relationship between all types of teacher interaction and their mathematics learning outcomes. The findings of the qualitative phase suggested the significance of mathematics achievement emotions in students' mathematics learning. A variety of metaphors were adopted to describe the roles of mathematics achievement emotions, such as the 'barometer', the 'vane', the 'control tower' in students' mathematics learning. In addition, teacher interaction was found to be significant in students' mathematics achievement emotions and their learning outcomes in this phase. For example, students' enjoyment would be inspired by leadership teacher interaction, through their skillful language, teaching art, study habit, and classroom discipline instruction; Students' pride would be inspired by freedom teacher interaction, through the freedom space given by teachers; students' anger or other negative emotions would be inspired by uncertain, dissatisfied and admonishing teacher interaction. The findings highlighted the significance of 'leadership' and 'freedom' teacher interaction in students' mathematics achievement emotions and learning outcomes. The implications of these findings for understanding the 'teacher-centered' and 'student-centered' approaches to teaching in mainland China were discussed. The results provide empirical evidence for enhancing mathematics teaching in practice. Finally, suggestions for future research were put forward.
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