Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance
Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-effic...
| Authors: | ; ; |
|---|---|
| Format: | Article |
| Status: | Published version |
| Publication date: | 2017 |
| Country: | Argentina |
| Institution: | Consejo Nacional de Investigaciones Científicas y Técnicas |
| Repository: | CONICET Digital (CONICET) |
| Language: | English |
| OAI Identifier: | oai:ri.conicet.gov.ar:11336/77048 |
| Online Access: | http://hdl.handle.net/11336/77048 |
| Access Level: | Open access |
| Keyword: | Instrumentality Self-Efficacy Hope Anxiety https://purl.org/becyt/ford/5.1 https://purl.org/becyt/ford/5 https://purl.org/becyt/ford/5.3 |
| _version_ | 1878402939067826176 |
|---|---|
| author | González, Antonio |
| author2 | Fernández, María-Victoria Carrera Paoloni, Paola Veronica Rita |
| author2_role | author author |
| author_browse | Fernández, María-Victoria Carrera González, Antonio Paoloni, Paola Veronica Rita |
| author_facet | González, Antonio Fernández, María-Victoria Carrera Paoloni, Paola Veronica Rita |
| author_role | author |
| collection | CONICET Digital (CONICET) |
| description | Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-efficacy), and their effects on metacognitive problem solving strategies (planning, monitoring, and evaluation) and performance. Data were collected from 520 grade 11 Spanish students (54.7% girls). Structural equation models (SEM), followed by a bootstrap procedure, were used to examine direct and mediated relationships. The results supported the model, suggesting that instrumentality and self-efficacy negatively predicted anxiety, and enhanced hope, planning, monitoring, evaluation, and performance; metacognitive strategies and performance were negatively predicted by anxiety, and were positively predicted by hope; metacognitive strategies positively predicted performance. Furthermore, the hypothesized mediated relations were also statistically significant. The interpretation of these findings, their implications for physics teaching and learning, and future lines of research are discussed. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | AR_1ecc703fa79f00a1d49b1fef8a416a6b |
| identifier_str_mv | González, Antonio; Fernández, María-Victoria Carrera; Paoloni, Paola Veronica Rita; Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance; Wiley; Journal Of Research In Science Teaching; 54; 5; 5-2017; 558-585 0022-4308 1098-2736 CONICET Digital CONICET |
| institution | Consejo Nacional de Investigaciones Científicas y Técnicas |
| instname_str | Consejo Nacional de Investigaciones Científicas y Técnicas |
| language | eng |
| network_acronym_str | AR |
| network_name_str | Argentina |
| oai_identifier_str | oai:ri.conicet.gov.ar:11336/77048 |
| publishDate | 2017 |
| publishDateSort | 2017 |
| publisher | Wiley |
| publisherStr | Wiley |
| reponame_str | CONICET Digital (CONICET) |
| spelling | Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance González, Antonio Fernández, María-Victoria Carrera Paoloni, Paola Veronica Rita Instrumentality Self-Efficacy Hope Anxiety https://purl.org/becyt/ford/5.1 https://purl.org/becyt/ford/5 https://purl.org/becyt/ford/5.3 Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-efficacy), and their effects on metacognitive problem solving strategies (planning, monitoring, and evaluation) and performance. Data were collected from 520 grade 11 Spanish students (54.7% girls). Structural equation models (SEM), followed by a bootstrap procedure, were used to examine direct and mediated relationships. The results supported the model, suggesting that instrumentality and self-efficacy negatively predicted anxiety, and enhanced hope, planning, monitoring, evaluation, and performance; metacognitive strategies and performance were negatively predicted by anxiety, and were positively predicted by hope; metacognitive strategies positively predicted performance. Furthermore, the hypothesized mediated relations were also statistically significant. The interpretation of these findings, their implications for physics teaching and learning, and future lines of research are discussed. Fil: González, Antonio. Universidad de Vigo; España Fil: Fernández, María-Victoria Carrera. Universidad de Vigo; España Fil: Paoloni, Paola Veronica Rita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba; Argentina. Universidad Nacional de Río Cuarto. Facultad de Ciencias Humanas. Departamento de Ciencias de la Educación; Argentina Wiley http://hdl.handle.net/11336/77048 González, Antonio; Fernández, María-Victoria Carrera; Paoloni, Paola Veronica Rita; Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance; Wiley; Journal Of Research In Science Teaching; 54; 5; 5-2017; 558-585 0022-4308 1098-2736 CONICET Digital CONICET |
| spellingShingle | Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance González, Antonio Instrumentality Self-Efficacy Hope Anxiety https://purl.org/becyt/ford/5.1 https://purl.org/becyt/ford/5 https://purl.org/becyt/ford/5.3 |
| status_str | publishedVersion |
| title | Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance |
| title_full | Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance |
| title_fullStr | Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance |
| title_full_unstemmed | Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance |
| title_short | Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance |
| title_sort | Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance |
| topic | Instrumentality Self-Efficacy Hope Anxiety https://purl.org/becyt/ford/5.1 https://purl.org/becyt/ford/5 https://purl.org/becyt/ford/5.3 |
| topic_facet | Instrumentality Self-Efficacy Hope Anxiety https://purl.org/becyt/ford/5.1 https://purl.org/becyt/ford/5 https://purl.org/becyt/ford/5.3 |
| url | http://hdl.handle.net/11336/77048 |