Browsing by Subject "opettajan matematiikan opetuksen minäpystyvyys"

Aim. The aim of this study is to examine the relationship between teacher’s mathematics related self-efficacy and 3rd and 4th grade students’ mathematics related achievement emotions. Second aim was to examine differences in students’ emotions between gender and grade. Academic emotions are those emotions that students experience in learning situations. Relevant to this study are achievement emotions which are emotions related to achievement activities such as studying or to achievement outcomes such as hope for success in an exam. Relevant to this study are three achievement emotions: enjoyment, boredom, and anxiety. They are achievement emotions which are often experienced in achievement situations. Teacher’s mathematics related self-efficacy refers to teacher’s conceptions about hers/his ability to teach mathematics effectively. Teacher’s earlier experiences on studying mathematics affect their mathematics teaching efficacy. Teachers’ mathematics teaching efficacy is related to their teaching, perseverance, effort, and students’ mathematics related confidence. Methods. The data for this study was conducted through MathMot-research project. The data was collected in spring 2022. The data of this study consisted of 871 3rd grade students, 896 4th grade students and 96 teachers. Students’ emotions during mathematics lessons and exams were measured through AEQ-ES-questionnaire which was designed to assess elementary school children’s achievement emotions. Teachers’ mathematics teaching efficacy was assessed through sections of teacher questionnaire which consisted of claims related to teachers’ mathematics teaching efficacy. The data was analyzed with IBM SPSS Statistics 28 -software. Students’ achievement emotions were analyzed using descriptive statistics. Differences in students’ emotions between gender and grade were analyzed using t-test and partly using U-test. The level of teachers’ mathematics teaching efficacy was analyzed using descriptive statistics. The relationship between teacher’s mathematics teaching efficacy and achievement emotions experienced by her/his class was analyzed using Pearson’s correlation. Results. 3rd and 4th grade students’ emotions related to mathematic lessons and exams were quite positive: enjoyment was dominant, and boredom and anxiety were experienced only little. Students’ emotions differed in terms of grade and 3rd grade students’ experiences were more positive than 4th grade students. Emotions related to lessons did not differ in terms of gender on 3rd grade students but in test related emotions 3rd grade girls experienced more anxiety and less enjoyment than boys. In 4th grade girls experienced less enjoyment during math lessons and math tests and more anxiety related to math tests than 4th grade boys. Mathematics teaching efficacy experienced by teachers was quite high. Teachers’ mathematics teaching efficacy was related to students’ test related anxiety. This means the more efficacious teacher felt the less the teacher’s students experienced anxiety during math tests. Teachers’ mathematics teaching efficacy was not related to other students’ emotions. This result is somewhat contradicted to previous research. There has been very little research on the topic, and more is needed to draw a reliable conclusion. An interesting topic for further research would be to study with a larger data teachers’ mathematics related self-efficacy and differences in emotions of their students in the context of Finland.