Effects of mood on students' metacognitive experiences

被引:108
作者
Efklides, A [1 ]
Petkaki, C [1 ]
机构
[1] Aristotle Univ Thessaloniki, Sch Psychol, Thessaloniki 54124, Greece
关键词
metacognitive experiences; mood; emotion; learning;
D O I
10.1016/j.learninstruc.2005.07.010
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This study investigated the relations of induced mood with mathematical ability and self-concept in maths as well as the effect of induced mood on maths performance and on metacognitive experiences (ME). Ninety students, out of 246, of the 5th grade - 45 students of low and 45 of high maths ability - were distributed into three equal in number groups: the positive mood treatment group, the negative mood treatment group, and the Control group (no mood treatment). The students solved a verbal mathematical problem and responded to questionnaires on their self-concept, interest, liking of the task, and prospective and retrospective ME. Hierarchical regression analyses showed that students' mood treatment and self-concept in maths affected mood scores. The prospective emotions and ME were predicted by maths ability and maths self-concept, whereas the retrospective ME were differentially predicted by positive or negative mood, maths self-concept, or maths ability. There was no effect of mood on maths performance. (c) 2005 Elsevier Ltd. All rights reserved.
引用
收藏
页码:415 / 431
页数:17
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