A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Success in Mathematics and Academic Wellbeing in Primary-School Students
The main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicators, namely, perceived competence, perceived utility, and mastery motivation. Success in mathematics is expected to be associated with better academic wellbeing. The sample consisted of 897 students from the fifth and sixth years of primary school (50.2% boys and 49.8% girls). Results suggested that success in mathematics is linked to a student’s academic wellbeing, in such a way that perceived competence in the subject, perception of usefulness of mathematical content, and mastery motivation was higher in students with better previous performance. Anxiety and negative feelings were also lower when success in mathematics increased. Considering the particular anxiety–self-efficacy interaction suggested by previous research, we concluded that a good way to change negative academic wellbeing would be to increase successful experiences to foster perceived competence, especially in students with high academic anxiety.
Success in Mathematics and Academic Wellbeing in Primary-School Students
The main aim of this study was to analyse possible differences in academic wellbeing on the basis of prior academic achievement in mathematics. We conceptualised wellbeing as a multidimensional construct covering both negative indicators, namely, anxiety and negative feelings, and positive indicators, namely, perceived competence, perceived utility, and mastery motivation. Success in mathematics is expected to be associated with better academic wellbeing. The sample consisted of 897 students from the fifth and sixth years of primary school (50.2% boys and 49.8% girls). Results suggested that success in mathematics is linked to a student’s academic wellbeing, in such a way that perceived competence in the subject, perception of usefulness of mathematical content, and mastery motivation was higher in students with better previous performance. Anxiety and negative feelings were also lower when success in mathematics increased. Considering the particular anxiety–self-efficacy interaction suggested by previous research, we concluded that a good way to change negative academic wellbeing would be to increase successful experiences to foster perceived competence, especially in students with high academic anxiety.
Success in Mathematics and Academic Wellbeing in Primary-School Students
Susana Rodríguez (author) / Bibiana Regueiro (author) / Isabel Piñeiro (author) / Antonio Valle (author) / Benigno Sánchez (author) / Tania Vieites (author) / Carolina Rodríguez-Llorente (author)
2020
Article (Journal)
Electronic Resource
Unknown
Metadata by DOAJ is licensed under CC BY-SA 1.0
Enhancing Primary School Students’ Motivation in Mathematics Through Game-Based Learning (GBL)
| Springer Verlag | 2024
| DOAJ | 2021