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Creators/Authors contains: "Wiezel, A."

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  1. (, Proceedings of the 43rd annual meeting of the International Group for the Psychology of Mathematics Education)
    This paper uses data from a large study of US high school mathematics engagement to quantitatively examine how different aspects of affect—interest, positive emotions, and negative emotions—influence different aspects of motivation—mastery goal orientation, performance goal orientation, and self-efficacy—in the context of mathematics classrooms. The results of a latent path analysis suggest that whereas interest was significantly associated with each of the different types of motivation, positive and negative emotions were only associated with self-efficacy. Implications for differentiating between the influence of different types of affect in learning contexts are discussed. 
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