Frustrated and helpless - sources and consequences of students’ negative deactivating emotions in university mathematics

Robin Göller; Lara Gildehaus

Frustrated and helpless - sources and consequences of students’ negative deactivating emotions in university mathematics

Robin Göller
, Lara Gildehaus

Professur für Empirische Bildungsforschung in der Mathematikdidaktik

Universität Paderborn

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › Begutachtung

11 Zitate (Scopus)

Abstract

In this paper, we try to systematize and to explain different types and sources of frustrations which arise in the transition from school to university with Pekrun’s control-value theory. Empirical basis are problem-centered interviews with 21 mathematics students during their first year of study at university. The results show that a low action-outcome control can be considered as the main source of frustrations, but also that the importance of certain values should not be underestimated. In particular, the consideration of consequences of frustrations allows new approaches to explain phenomena known in higher mathematics education, such as the copying of exercises or a devaluation of mathematical contents, which are discussed.

Originalsprache	Englisch
Titel	Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021 : Volume 2: Research Reports (A-G)
Redakteure/-innen	Maitree Inprasitha , Narumon Changsri, Nisakorn Boonsena
Seitenumfang	8
Band	2
Erscheinungsort	Khon Kaen
Herausgeber (Verlag)	Thailand Society of Mathematics Education
Erscheinungsdatum	2021
Seiten	321-328
ISBN (Print)	9786169383017
ISBN (elektronisch)	978-616-93830-1-7
Publikationsstatus	Erschienen - 2021
Veranstaltung	The 44th Conference of the International Group for the Psychology of Mathematics Education - digital, Khon Kaen, Thailand Dauer: 19.07.2021 → 22.07.2021 Konferenznummer: 44 https://pme44.kku.ac.th/home/

Bibliographische Notiz

Publisher Copyright:
© 2021, Psychology of Mathematics Education (PME). All rights reserved.

Fachgebiete und Schlagwörter

Didaktik der Mathematik

ASJC Scopus Sachgebiete

Mathematik (sonstige)
Pädagogische und Entwicklungspsychologie
Experimentelle und kognitive Psychologie
Ausbildung bzw. Denomination

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Göller, R., & Gildehaus, L. (2021). Frustrated and helpless - sources and consequences of students’ negative deactivating emotions in university mathematics. in M. Inprasitha , N. Changsri, & N. Boonsena (Hrsg.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021: Volume 2: Research Reports (A-G) (Band 2, S. 321-328). (Proceedings of the International Group for the Psychology of Mathematics Education; Band 2). Thailand Society of Mathematics Education. https://www.igpme.org/wp-content/uploads/2023/08/PME44_Proceedings_final.zip

Göller, Robin ; Gildehaus, Lara. / Frustrated and helpless - sources and consequences of students’ negative deactivating emotions in university mathematics. Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021: Volume 2: Research Reports (A-G) . Hrsg. / Maitree Inprasitha ; Narumon Changsri ; Nisakorn Boonsena. Band 2 Khon Kaen : Thailand Society of Mathematics Education, 2021. S. 321-328 (Proceedings of the International Group for the Psychology of Mathematics Education).

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Göller, R & Gildehaus, L 2021, Frustrated and helpless - sources and consequences of students’ negative deactivating emotions in university mathematics. in M Inprasitha , N Changsri & N Boonsena (Hrsg.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021: Volume 2: Research Reports (A-G) . Bd. 2, Proceedings of the International Group for the Psychology of Mathematics Education, Bd. 2, Thailand Society of Mathematics Education, Khon Kaen, S. 321-328, The 44th Conference of the International Group for the Psychology of
Mathematics Education , Khon Kaen, Thailand, 19.07.21. <https://www.igpme.org/wp-content/uploads/2023/08/PME44_Proceedings_final.zip>

Frustrated and helpless - sources and consequences of students’ negative deactivating emotions in university mathematics. / Göller, Robin; Gildehaus, Lara.
Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021: Volume 2: Research Reports (A-G) . Hrsg. / Maitree Inprasitha ; Narumon Changsri; Nisakorn Boonsena. Band 2 Khon Kaen: Thailand Society of Mathematics Education, 2021. S. 321-328 (Proceedings of the International Group for the Psychology of Mathematics Education; Band 2).

Publikation: Beiträge in Sammelwerken › Aufsätze in Konferenzbänden › Forschung › Begutachtung

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AU - Göller, Robin

AU - Gildehaus, Lara

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AB - In this paper, we try to systematize and to explain different types and sources of frustrations which arise in the transition from school to university with Pekrun’s control-value theory. Empirical basis are problem-centered interviews with 21 mathematics students during their first year of study at university. The results show that a low action-outcome control can be considered as the main source of frustrations, but also that the importance of certain values should not be underestimated. In particular, the consideration of consequences of frustrations allows new approaches to explain phenomena known in higher mathematics education, such as the copying of exercises or a devaluation of mathematical contents, which are discussed.

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Göller R, Gildehaus L. Frustrated and helpless - sources and consequences of students’ negative deactivating emotions in university mathematics. in Inprasitha M, Changsri N, Boonsena N, Hrsg., Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021: Volume 2: Research Reports (A-G) . Band 2. Khon Kaen: Thailand Society of Mathematics Education. 2021. S. 321-328. (Proceedings of the International Group for the Psychology of Mathematics Education).

Frustrated and helpless - sources and consequences of students’ negative deactivating emotions in university mathematics

Abstract

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