What is it about?
We designed and developed an emotion control treatment and investigated its effects on college students’ academic emotions, motivation, and achievement in an online remedial mathematics course. The treatment group showed more positive emotions of enjoyment and pride than the control group. The treatment group also showed a higher level of motivation than the control group but there was no difference between the two groups in achievement.
Featured Image
Why is it important?
Students often do not have positive attitudes toward mathematics courses. We were able to observe more positive emotions of enjoyment and pride in the experimental group than in the control group.
Perspectives
We did not observe differences in achievement between the control and experimental groups, but perhaps there was not enough time for the treatment to affect achievement. The increases in positive emotions and enjoyment in the experimental group may have had longer-term implications. Perhaps these students performed better in subsequent classes, or were more likely to take more math classes, or stay in programs of study that required more math. Future studies could explore these possibilities.
Professor of Instructional Technology Charles B. Hodges
Georgia Southern University
Read the Original
This page is a summary of: Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course, Instructional Science, March 2011, Springer Science + Business Media,
DOI: 10.1007/s11251-011-9165-6.
You can read the full text:
Resources
Contributors
The following have contributed to this page
