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Should science be a subject that we should keep our mind cool? A systemic evaluation using TIMSS 2015 data
Motivation and Emotion ( IF 4.135 ) Pub Date : 2021-03-31 , DOI: 10.1007/s11031-021-09880-8
Virginia M. C. Tze , Johnson C.-H. Li

While previous research has shown that emotions are related to students’ achievement, little is known about a comprehensive and cross-national evaluation regarding the function of emotions in learning in different parts of the world. Based on the control-value theory, emotions are assumed to serve as mediators between cognitive appraisals (i.e., control and value) and academic performance. The goal of this study is to examine whether two frequently experienced emotions—enjoyment and boredom—mediate the relationship between cognitive appraisals and science performance in 53 Grade 4 and 35 Grade 8 participating regions in 2015 Trends in International Mathematics and Science Study (TIMSS). Using secondary data analysis, we found that boredom significantly mediates the relationship between cognitive appraisals (control and value) and science scores in 32 Grade 4 education systems (60% of TIMSS participating regions). Boredom also serves as a significant mediator between cognitive appraisals—control (15 regions; 43%) and value (16 regions; 46%)—performance in Grade 8. Contradictory to our hypothesis, enjoyment negatively and significantly mediates the relationships in Grade 4 (value = 37 regions; 70% and control = 36 regions; 68%) and Grade 8 (control and value: 18 regions; 51%). While these results reveal the complex role in which enjoyment plays between the relationship between cognitive appraisals and performance, they also indicate that being emotionally neutral may enhance students’ rational thinking to perform well in science learning.



中文翻译:

科学应该成为我们应该保持冷静的主题吗?使用TIMSS 2015数据进行系统评估

尽管以前的研究表明,情绪与学生的学习成绩有关,但对于情绪在世界各地学习中的作用的综合和跨国评价却鲜为人知。根据控制价值理论,假定情绪在认知评估(即控制和价值)与学习成绩之间起中介作用。这项研究的目的是检验在2015年国际数学和科学研究的趋势(TIMSS)中,在53个4年级和35个8年级参与地区中,两种经常经历的情感(愉悦和无聊)是否介导了认知评估与科学表现之间的关系。使用辅助数据分析,我们发现无聊显着介导了32个4级教育系统(TIMSS参与地区的60%)中认知评估(控制和价值)与科学分数之间的关系。Boredom还是认知评估(控制(15个区域; 43%)和价值(16个区域; 46%))在8年级的表现之间的重要中介。与我们的假设相反,消极的享受和显着地介导了4年级的关系(值= 37个区域; 70%,对照= 36个区域; 68%)和8级(对照和价值:18个区域; 51%)。尽管这些结果揭示了享乐在认知评估与绩效之间的关系中扮演着复杂的角色,但它们也表明,保持情感中立可能会增强学生的理性思维,从而在科学学习中表现良好。

更新日期:2021-04-01
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