Browsing by Author "Biese, Micaela"

The purpose of this thesis is to analyse and interpret achievement emotions related to mathematics from the perspective of in-person and distance studies. The thesis will illustrate how achievement emotions are present in high schoolers and also assess how distance studies have affected their presence. The difference between both advanced and regular mathematics streams, as well as the differences between men and women, and their achievement emotions shall be assessed. The theoretical frame of reference for the conducted research is Pekrun’s (2006) control-value theory. The research material used in this thesis is the material gathered for Anni Sydänmaanlakka’s dissertation. The material was gathered in the beginning of 2021 with the aid of an electronic questionnaire. The questionnaire received 1354 responses from high schoolers from eighteen different schools. The questionnaire used the AEQ-M (Achievement Emotions Questionnaire-Mathematics) scale. The suitability of this AEQ-M method was analysed by means of a confirmatory factor analysis. Analysing the material was done by using a non-parametric Wilcox marked rank -test in addition to the Mann-Whitney U-test. From the thesis it became evident that the differences in achievement emotions when comparing distance and in-person studies were statistically significant. The majority of high schoolers experienced more boredom and anger and less satisfaction and anxiety in distance studies than during in-person studies. The difference between students in advanced and regular mathematics streams was statistically significant. The students studying regular mathematics felt more anxiety, boredom and anger in both distance and in-person studies than those studying advanced mathematics. On the other hand, they felt less satisfaction than the advanced mathematics students. A distinct statistical difference between how the different sexes felt emotions could be detected. Women felt more anxiety in both study methods and more boredom in distance studies. Men in contrast felt more satisfaction in both study methods. The study methods and the individuals sex seemed to make a difference when assessing achievement emotions related to mathematics. In particular differences could be detected in relation to feelings of boredom between the study methods and different genders.