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

Karina J. Wilkie

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

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

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 language	English
Title of host publication	40 Years On: We Are Still Learning!
Subtitle of host publication	Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
Editors	Ann Downton, Sharyn Livy, Jennifer Hall
Place of Publication	Adelaide SA Australia
Publisher	Mathematics Education Research Group of Australasia (MERGA)
Pages	554-561
Number of pages	8
ISBN (Print)	9781920846305
Publication status	Published - 2017
Event	Annual conference of the Mathematics Education Research Group of Australasia 2017 - Monash University, Melbourne, Australia Duration: 2 Jul 2017 → 6 Jul 2017 Conference number: 40th https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx (Proceedings)

Conference

Conference	Annual conference of the Mathematics Education Research Group of Australasia 2017
Abbreviated title	MERGA 2017
Country/Territory	Australia
City	Melbourne
Period	2/07/17 → 6/07/17
Internet address	https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx (Proceedings)

Cite this

Wilkie, K. J. (2017). Relating emotions to motivational processes using middle-school students’ expressed aspirations for learning. In A. Downton, S. Livy, & J. Hall (Eds.), 40 Years On: We Are Still Learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 554-561). Mathematics Education Research Group of Australasia (MERGA).

Wilkie, Karina J. / Relating emotions to motivational processes using middle-school students’ expressed aspirations for learning. 40 Years On: We Are Still Learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. editor / Ann Downton ; Sharyn Livy ; Jennifer Hall. Adelaide SA Australia : Mathematics Education Research Group of Australasia (MERGA), 2017. pp. 554-561

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abstract = "Understanding more about how students{\textquoteright} 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{\textquoteright} voice expressed in their own words. Data were collected on over 3,500 middle-school (Years 5 to 8) students{\textquoteright} 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.",

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address = "Australia",

note = "Annual conference of the Mathematics Education Research Group of Australasia 2017, MERGA 2017 ; Conference date: 02-07-2017 Through 06-07-2017",

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Wilkie, KJ 2017, Relating emotions to motivational processes using middle-school students’ expressed aspirations for learning. in A Downton, S Livy & J Hall (eds), 40 Years On: We Are Still Learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. Mathematics Education Research Group of Australasia (MERGA), Adelaide SA Australia, pp. 554-561, Annual conference of the Mathematics Education Research Group of Australasia 2017, Melbourne, Victoria, Australia, 2/07/17.

Relating emotions to motivational processes using middle-school students’ expressed aspirations for learning. / Wilkie, Karina J.
40 Years On: We Are Still Learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / Ann Downton; Sharyn Livy; Jennifer Hall. Adelaide SA Australia: Mathematics Education Research Group of Australasia (MERGA), 2017. p. 554-561.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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AB - 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.

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Wilkie KJ. Relating emotions to motivational processes using middle-school students’ expressed aspirations for learning. In Downton A, Livy S, Hall J, editors, 40 Years On: We Are Still Learning!: Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide SA Australia: Mathematics Education Research Group of Australasia (MERGA). 2017. p. 554-561