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      Emoções em contexto académico: Relações com clima de sala de aula, autoconceito e resultados escolares

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          Abstract

          As salas de aula são espaços onde os alunos interagem com o professor e com os colegas, enfrentando desafios, dificuldades e objetivos a atingir, que conduzem a situações de maior ou menor sucesso, desencadeando emoções várias que poderão afetar a aprendizagem. Assim, na presente investigação procurámos compreender as caraterísticas das emoções na aula de matemática e perceber o papel de variáveis contextuais, como o clima de sala de aula, ou pessoais como o desempenho escolar, o autoconceito e autoestima, na diferenciação dessas emoções. Participaram neste estudo 717 alunos do 7º e 8º anos de escolaridade sendo 355 do sexo masculino (49.5%). Foram utilizadas três escalas: uma de autoconceito e autoestima, uma de clima de sala de aula e uma sobre as emoções vivenciadas na sala de aula. Constatámos que o género não é uma variável importante para compreender as Emoções Positivas e Negativas ao contrário de variáveis como o desempenho e crenças pessoais (e.g., Autoconceito Académico, Atitudes). Embora o maior valor explicativo das emoções decorresse das crenças pessoais pudemos concluir que variáveis relacionais associadas ao apoio dos colegas e professor não podem ser descuradas. O conjunto destas variáveis permitiu ter uma visão mais completa do contributo de cada uma delas e encontrar algumas especificidades para as Emoções Positivas e Negativas.

          Translated abstract

          Classrooms are places where students interact with the teacher and with peers, facing challenges, difficulties and goals, dealing with more or less successful situations, which trigger different emotions that may affect learning. In this study we sought to understand the features of emotions experienced in Maths classrooms, and identify how they are shaped both by contextual variables, such as the classroom climate, and personal variables, such as school performance, self-concept and self-esteem. The sample consisted of 717 students from the 7th and 8th grades, with 355 being boys (49.5%). Three scales were used: one measuring self-concept and self-esteem, one focusing on classroom climate, and one related with the emotions experienced in the classroom. Results showed that gender is not an important variable in explaining Positive and Negative Emotions in Maths classes, unlike variables such as performance and personal beliefs (e.g., Academic Self-concept, attitudes). Although the greatest explanatory value of emotions came from personal beliefs, we found that relational variables associated with support from peers and teachers cannot be overlooked. The combined analysis of all these variables not only provided a more complete view of the contribution of each one, but also allowed us to identify some specificities related to Positive and Negative Emotions.

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          Most cited references51

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          Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research

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            New trends in gender and mathematics performance: a meta-analysis.

            In this article, we use meta-analysis to analyze gender differences in recent studies of mathematics performance. First, we meta-analyzed data from 242 studies published between 1990 and 2007, representing the testing of 1,286,350 people. Overall, d = 0.05, indicating no gender difference, and variance ratio = 1.08, indicating nearly equal male and female variances. Second, we analyzed data from large data sets based on probability sampling of U.S. adolescents over the past 20 years: the National Longitudinal Surveys of Youth, the National Education Longitudinal Study of 1988, the Longitudinal Study of American Youth, and the National Assessment of Educational Progress. Effect sizes for the gender difference ranged between -0.15 and +0.22. Variance ratios ranged from 0.88 to 1.34. Taken together, these findings support the view that males and females perform similarly in mathematics.
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              Individual differences and the development of perceived control.

              Research on individual differences demonstrates that children's perceived control exerts a strong effect on their academic achievement and that, in turn, children's actual school performance influences their sense of control. At the same time, developmental research shows systematic age-graded changes in the processes that children use to regulate and interpret control experiences. Drawing on both these perspectives, the current study examines (1) age differences in the operation of beliefs-performance cycles and (2) the effects of these cycles on the development of children's perceived control and classroom engagement from the third to the seventh grade. Longitudinal data on about 1,600 children were collected six times (every fall and spring) over 3 consecutive school years, including children's reports of their perceived control and individual interactions with teachers; teachers' reports of each student's engagement in class; and, for a subset of students, grades and achievement tests. Analyses of individual differences and individual growth curves (estimated using hierarchical linear modeling procedures) were consistent, not only with a cyclic model of context, self, action, and outcomes, but also with predictors of individual development over 5 years from grade 3 to grade 7. Children who experienced teachers as warm and contingent were more likely to develop optimal profiles of control; these beliefs supported more active engagement in the classroom, resulting in better academic performance; success in turn predicted the maintenance of optimistic beliefs about the effectiveness of effort. In contrast, children who experienced teachers as unsupportive were more likely to develop beliefs that emphasized external causes; these profiles of control predicted escalating classroom disaffection and lower scholastic achievement; in turn, these poor performances led children to increasingly doubt their own capacities and to believe even more strongly in the power of luck and unknown causes. Systematic age differences in analyses suggested that the aspects of control around which these cycles are organized change with development. The beliefs that regulated engagement shifted from effort to ability and from beliefs about the causes of school performance (strategy beliefs) to beliefs about the self's capacities. The feedback loop from individual performance to subsequent perceived control also became more pronounced and more focused on ability. These relatively linear developmental changes may have contributed to an abrupt decline in children's classroom engagement as they negotiated the transition to middle school and experienced losses in teacher support. Implications are discussed for future study of individual differences and development, especially the role of changing school contexts, mechanisms of influence, and developmentally appropriate interventions to optimize children's perceived control and engagement.
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                Author and article information

                Contributors
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Role: ND
                Journal
                aps
                Análise Psicológica
                Aná. Psicológica
                Instituto Superior de Psicologia Aplicada (Lisboa )
                1646-6020
                December 2015
                : 33
                : 4
                : 407-424
                Affiliations
                [1 ] ISPA - Instituto Universitário
                Article
                S0870-82312015000400005
                10.14417/ap.1050
                f494d5c7-8bba-4852-bbdd-49ae4efc05f7

                http://creativecommons.org/licenses/by/4.0/

                History
                Product

                SciELO Portugal

                Self URI (journal page): http://www.scielo.mec.pt/scielo.php?script=sci_serial&pid=0870-8231&lng=en
                Categories
                PSYCHOLOGY, MULTIDISCIPLINARY

                Clinical Psychology & Psychiatry
                Emotions,Academic achievement,Maths,Emoções,Desempenho académico,Matemática

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