A Longitudinal Analysis of the Relationship Between Mathematics-Related Affect and Achievement in Finland

dc.contributor.author	Hannula, Markku S.
dc.contributor.author	Bofah, Emmanuel
dc.contributor.author	Tuohilampi, Laura
dc.contributor.author	Metsämuuronen, Jari
dc.date.accessioned	2022-03-25T13:29:36Z
dc.date.available	2022-03-25T13:29:36Z
dc.date.issued	2014
dc.identifier.issn	23105496
dc.identifier.uri	http://hdl.handle.net/123456789/7995
dc.description	8p:, ill.	en_US
dc.description.abstract	In this paper, a nationally representative longitudinal data of mathematics learning outcomes in Finland is analyzed in order to determine the direction of causality between mathematics-related affect and achievement. First, the results indicated that students’ mathematical achievement, emotion, and self-efficacy were significantly stable over time. Different models were estimated to test the reciprocal relationship between students affect and achievement. The results indicated that mathematics achievement and self-efficacy have a reciprocal relation, where the dominant effect is from achievement to self-efficacy. The results indicate also a weaker unidirectional effect from achievement to emotion.	en_US
dc.language.iso	en	en_US
dc.publisher	University of Cape Coast	en_US
dc.title	A Longitudinal Analysis of the Relationship Between Mathematics-Related Affect and Achievement in Finland	en_US
dc.type	Article	en_US