Examining the Relations between Emotions, Motivation, Classroom Engagement and Achievement in Mathematics

Abstract

The purpose of this correlational research was to examine the relationship between achievement emotions, motivation, and classroom engagement in mathematics among Turkish middle school students, and to determine how these three variables predicted academic achievement in mathematics. 549 seventh grade students in a province located in the south-west region of Turkey participated in the study. Relations among variables were examined by utilizing structural equation modeling. Results of this study provided evidence for the theoretical model that explained the relations between achievement emotions, motivation and classroom engagement and their contributions to a significant amount of mathematic achievement in Turkish contexts. In addition, it was found that the contributions of achievement emotions to engagement depend on whether they were activity- and outcome-focused or deactivating and activating emotions.

A New Perspective to University Students' Online Learning Self-Efficacy: A Structural Equation Modeling

“…Also, it was assumed that the findings would give an idea to the education policymakers, curriculum planners, and educators to develop OLS. High self-efficacy increases engagement to target (Bandura, 2010), which increases academic achievement (Alpaslan and Ulubey, 2021;Rodríguez-Muñoz et al, 2021;Tang et al, 2021). Education institutions, especially universities, should attach importance to AS and SEOLE to enhance OLS by conducting studies, which increase awareness for online learning.…”

Examination of the Relationship between Educational Philosophy, Critical Thinking, Classroom Engagement and Academic Achievement

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