Academic Journal
Beyond Test Anxiety: A Comprehensive Analysis of Academic Emotions and its Impact on Undergraduate Students’ Mathematics Engagement
| Τίτλος: | Beyond Test Anxiety: A Comprehensive Analysis of Academic Emotions and its Impact on Undergraduate Students’ Mathematics Engagement |
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| Συγγραφείς: | Akayuure, Peter, Owu-Annan, Christopher |
| Πηγή: | African Journal of Educational Studies in Mathematics and Sciences; Vol. 21 No. 1 (2025): AJESMS; 37-53 |
| Στοιχεία εκδότη: | Faculty of Science Education, University of Education, Winneba, 2025. |
| Έτος έκδοσης: | 2025 |
| Θεματικοί όροι: | achievement emotions, academic emotions, control-value theory, mathematics engagement |
| Περιγραφή: | Whereas students’ mathematics engagement and performance can be influenced by a variety of academic emotions, much of the existing research has primarily concentrated on anxiety as the operative emotion, ignoring the broader emotional spectrum. Grounded in the Control-Value Theory of Achievement Emotions, this study aims to address this gap by examining the relationship between various academic emotion sub-constructs and mathematics engagement among undergraduates in Ghana. Two hundred and forty (240) third-year undergraduates studying mathematics education at the University of Education, Winneba participated in the study. Utilising descriptive research design, the study examined eight academic sub-emotions categorised into class-, learner- and test-related emotions. Data was gathered using two modified survey inventories administered online and analysed using descriptive statistics and multiple regression. The results showed that test-related emotions were the most predominant among students, followed by learner- and class-related emotions. Of the eight academic sub-emotions, positive emotions namely pride, enjoyment and hope were dominant, while negative emotions like anger, anxiety, shame, and hopelessness were significantly lower. The multiple regression analysis indicated that academic emotions accounted for 28.8% of the variability in the undergraduate students’ mathematics engagement. Enjoyment, pride and anxiety were found to contribute positively to mathematics engagement (p |
| Τύπος εγγράφου: | Article |
| Περιγραφή αρχείου: | application/pdf |
| Γλώσσα: | English |
| ISSN: | 0855-501X 2508-1128 |
| Σύνδεσμος πρόσβασης: | https://www.ajol.info/index.php/ajesms/article/view/302011 |
| Rights: | CC BY |
| Αριθμός Καταχώρησης: | edsair.78975075580c..0cdf88472183fbc10f5fcaf9c72e22ff |
| Βάση Δεδομένων: | OpenAIRE |
| ISSN: | 0855501X 25081128 |
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