Beyond Math Anxiety: Positive Emotions Predict Mathematics Achievement, Self-Regulation, and Self-Efficacy

Abstract

This study reports the relationships between self-regulation (SR), math self-efficacy, math interest, and three types of pupils' mathematics achievement. The sample included 14-16-year-old students in the 9th grade (out of 11) educated in seven standard and enhanced curricula schools in Russia (N = 318). Significant correlations were found between the studied constructs and various types of pupils' mathematics achievement. SR proved to be a significant predictor for higher indicators in both year math grade and for solving specific mathematical tasks. Whereas the constructs math self-efficacy and math interest are relevant to different kinds of mathematics achievements, math self-efficacy is a significant predictor for successful solving specific mathematical tasks, math interest is for the year math grade. In addition, the general level of SR acts as a mediator of the links between math interest and year math grade.

Emotion Regulation Processes Can Benefit Self-Regulated Learning in Classical Musicians

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Self-Presentation and Adolescent Altruistic Behaviors in Social Networks

“…When adolescents have positively evaluated their abilities, they may be more willing to use their abilities to implement altruistic behaviors. At the same time, according to the expansion-construction theory of positive emotions, self-presentation in social networks brings positive emotional experiences that can make adolescents more positively evaluate their abilities and thinking, which may promote the generation of online altruistic behaviors [32]. e moderating role of privacy awareness between selfpresentation and adolescent network altruistic behaviors is not significant.…”

Duygusal sirayet hassasiyeti eleştirel düşünebilmede bir engel midir? Kamu çalışanları üzerinde bir araştırma

“…Eleştirel düşünebilme ile ilgili araştırmalarda; eleştirel düşünebilme ile başarı (Ross vd., 2013;Tümkaya, 2011;Villavicencio, 2011), özsaygı (Park vd., 2015), duygusal zekâ (Erdem vd., 2013) ve akıl sağlığı (Maghsood ve Hamideh, 2011) gibi olgular arasında pozitif bir ilişki olduğu, eleştirel düşünebilmenin klinik uygulamalardaki memnuniyeti pozitif yönde ve önemli düzeyde etkilediği (Choi vd., 2013), böyle bir düşünme biçiminin spor takımlarını cesaretlendirme ve güçlendirmede önemli rol oynadığı (Sulaiman vd., 2013), bununla birlikte problem çözme yeteneğini (Yang, 2013) ve stratejik düşünebilme kabiliyetini önemli düzeyde etkilediği (Naktiyok ve Çiçek, 2014) yönünde bulgular elde edilmiştir.…”