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Emotional and motivational relationship of elementary students to mathematical problem-solving: a person-centered approach

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Abstract

Recent literature has shown that achievement emotions, their regulation, and perceived competence play a compelling role in mathematics learning and achievement. Studies that have looked at these variables have, for the most part, adopted a person-centered approach, which examines relationships between variables found to a similar degree in all individuals of the group. Yet, scholars have outlined emotional inter-individual differences, in particular, in terms of gender and past performance. The present study examined differences among upper elementary students in how achievement emotions are related to each other. Cluster analysis revealed four distinct profiles based on a sample of upper elementary students (N = 354): those with high levels of positive emotions and low levels of negative emotions (positive); those with high levels of boredom and low levels of the other emotions (bored); those with high levels of nervousness, worry, and fear and low levels of positive emotions (anxious); and those with high levels of the six negative distinct emotions assessed and low levels of positive emotions (resigned). Analyses of variance showed that the first profile stood out advantageously from the last two regarding math performance and perceived competence. Findings regarding emotion regulation confirm the risky nature of the resigned profile. The bored profile ascribes no value, whether extrinsic or intrinsic, to problem-solving tasks. Practical implications for educational practices and possible avenues for further research are discussed.

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Notes

  1. Positive deactivating emotions are mainly retrospective (e.g., relief, satisfaction). However, the purpose of the present study is to identify the emotional profiles with which students launch into problem-solving tasks. Therefore, positive deactivating emotions were not assessed.

  2. Distancing consists in distancing oneself from the task by engaging in fun activities, trying to take one’s mind off it. This strategy presents some overlap with the dysfunctional avoidance strategy.

  3. Problem-focused strategies cover strategies that consist of focusing on the task.

  4. Similar data are observed within the reference population (General Service of the Management of the Educational System 2016).

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Authors and Affiliations

  1. Research Institute of Psychological Sciences, Faculty of Psychology and Education, Université Catholique de Louvain, 10 Place Cardinal Mercier, 1348, Louvain-la-Neuve, Belgium

    Vanessa Hanin & Catherine Van Nieuwenhoven

Authors
  1. Vanessa Hanin
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  2. Catherine Van Nieuwenhoven
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Correspondence to Vanessa Hanin.

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Vanessa Hanin. Université Catholique de Louvain, Research Institute of Psychological Sciences, Faculty of Psychology and Education, 10 Place Cardinal Mercier, B-1348 Louvain-la-Neuve, Belgium. URL: vanessa.hanin@uclouvain.be. Web site: www.uclouvain.be/vanessa.hanin

Current themes of research:

Self-efficacy belief, emotional competencies, and heuristic and self-regulation strategies in upper elementary students in the context of mathematical problem-solving.

Catherine Van Nieuwenhoven. Université Catholique de Louvain, Research Institute of Psychological Sciences, Faculty of Psychology and Education, 10 Place Cardinal Mercier, B-1348 Louvain-la-Neuve, Belgium. URL: catherine.vannieuwenhoven@uclouvain.be. Web site: www.uclouvain.be/catherine.vannieuwenhoven

Current themes of research:

Self-efficacy belief, emotional competencies, and heuristic and self-regulation strategies in upper elementary students in the context of mathematical problem-solving. Teacher training.

Most relevant publications in the field of Psychology of Education:

Hanin, V., & Van Nieuwenhoven, C. (2018). Developing an expert and reflexive approach to problem-solving: the place of emotional knowledge and skills. Psychology, 9(2), 280–309. doi: https://doi.org/10.4236/psych.2018.92018.

Hanin, V., Grégoire, J., Mikolajczak, M., Fantini-Hauwel & Van Nieuwenhoven, C. (2017). Children’s Emotion Regulation Scale in Mathematics (CERS-M): development and validation of a self-reported instrument. Psychology, 8(13), 2240–2275. doi: https://doi.org/10.4236/psych.2017.813143.

Hanin, V., & Van Nieuwenhoven, C. (2016). The influence of motivational and emotional factors in mathematical learning in secondary education. European Review of Applied Psychology, 66(3), 127–138. doi: https://doi.org/10.1016/j.erap.2016.04.006.

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Hanin, V., Van Nieuwenhoven, C. Emotional and motivational relationship of elementary students to mathematical problem-solving: a person-centered approach. Eur J Psychol Educ 34, 705–730 (2019). https://doi.org/10.1007/s10212-018-00411-7

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  • DOI: https://doi.org/10.1007/s10212-018-00411-7

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