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| Format: | Artículo científico |
| Language: | en |
| Published: |
Universidad de Almería
2015
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| Online Access: | https://www.redalyc.org/articulo.oa?id=293142880001 |
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Table of Contents:
- Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics Alexandra C. Niculescu Dirk Tempelaar Jimmie Leppink Amber Dailey-Hebert Mien Segers Wim Gijselaers Psicología Learning related emotions Achievement outcomes First year of university Mathematics and statistics Introduction. This study examined the predictive value of four learning-related emotions –Enjoyment, Anxiety, Boredom and Hopelessness for achievement outcomes in the first yearof study at university.Method. We used a large sample (N = 2337) of first year university students enrolled overthree consecutive academic years in a mathematics and statistics course, from an undergraduateEconomics and an International Business degree programs.Results. We first showed significant differences in the emotional experiences between thestudents who attended, and those who were absent from the final exam. Second, the presentstudy found emotions to have a strong predictive value for student exam scores, particularlyfor learning hopelessness and a prior mathematics background. This relationship was consistentover three consecutive academic years.Discussion and Conclusion. Recommendations for improving educational practice have beenformulated and are shared in this article. 2015 artículo científico 1696-2095 https://www.redalyc.org/articulo.oa?id=293142880001 en http://www.redalyc.org/revista.oa?id=2931 Electronic Journal of Research in Educational Psychology application/pdf Universidad de Almería Electronic Journal of Research in Educational Psychology (España) Num.3 Vol.13