Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices

Alyssa Parr, Jamie Amemiya, Ming Te Wang

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations differed by student gender and prior mathematics achievement. The sample consisted of 1307 sixth through eighth grade students (51.6% female, 59.0% White, 30.8% African American, and 10.3% other race; 42.3% receive free/reduced price lunch) from 70 mathematics classrooms. Results indicated that teachers who used more dialogic mathematics instruction had students who reported more enjoyment and pride, and less anger and boredom. Males and low-achieving students reported more positive and fewer negative emotions with greater dialogic instruction compared to their female and high-achieving counterparts.

Original languageEnglish (US)
Pages (from-to)636-658
Number of pages23
JournalEducational Psychology
Volume39
Issue number5
DOIs
StatePublished - May 28 2019
Externally publishedYes

Bibliographical note

Funding Information:
This study was supported by the National Science Foundation Grant 1315943.

Publisher Copyright:
© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.

Keywords

  • Adolescence
  • control-value theory
  • learning emotions
  • mathematics instruction

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