Relating emotions to motivational processes using middle-school students’ expressed aspirations for learning

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    Understanding more about how students’ motivation is influenced by intrinsic and extrinsic factors can support teachers in their approaches, choice of tasks, and strategies for helping students engage and achieve in their mathematics learning. As a complementary approach to normative surveys with pre-defined constructs and Likert-scale items, this study used a free-format prompt that sought students’ voice expressed in their own words. Data were collected on over 3,500 middle-school (Years 5 to 8) students’ aspirations for their learning as a way to explore motivational processes. In this paper, I focus on a sample of responses in which the students explicitly related their aspirations to the emotional dimension.
    Original languageEnglish
    Title of host publication40 Years On: We Are Still Learning!
    Subtitle of host publicationProceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
    EditorsAnn Downton, Sharyn Livy, Jennifer Hall
    Place of PublicationAdelaide SA Australia
    PublisherMathematics Education Research Group of Australasia (MERGA)
    Number of pages8
    ISBN (Print)9781920846305
    Publication statusPublished - 2017
    EventAnnual conference of the Mathematics Education Research Group of Australasia 2017 - Monash University, Melbourne, Australia
    Duration: 2 Jul 20176 Jul 2017
    Conference number: 40th (Proceedings)


    ConferenceAnnual conference of the Mathematics Education Research Group of Australasia 2017
    Abbreviated titleMERGA 2017
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