Structural relationship math self-schemas and math affective memories with math enthusiasm: mediating role and task value and ability/expectancy beliefs
Background: Numerous studies have examined academic Enthusiasm. But research on developing a structural model for predicting mathematical enthusiasm based on Math self-schemas and Math Affective Memories mediated by task value and Ability/expectancy Beliefs has been neglected. Aims: The present rese...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | fas |
| Published: |
Dr. Mahmoud Mansour publication
2021-12-01
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| Series: | مجله علوم روانشناختی |
| Subjects: | |
| Online Access: | http://psychologicalscience.ir/article-1-955-en.html |
| Summary: | Background: Numerous studies have examined academic Enthusiasm. But research on developing a structural model for predicting mathematical enthusiasm based on Math self-schemas and Math Affective Memories mediated by task value and Ability/expectancy Beliefs has been neglected.
Aims: The present research aimed to study Structural Relationship between Math affective memories and Math self-schemas with Math Enthusiasm by Mediating Role of Ability/expectancy beliefs and Task.
Methods: This study was a correlational study using structural equation modeling in which500 female students in 11th grade studying mathematics and science courses were selected from Tehran through multi- stages clustering method. All subjects completed affective memory, task cost, math enthusiasm questionnaires and Data were analyzed using structural model and path analysis tests.
Results: According to results, negative memory had negative effects on ability-expectancy beliefs and positive memory had positive effects on (P>0/01). Negative memory had effects on math task value directly (P>0/01) as well as indirectly (P>0/01) with mediating role of ability-expectancy beliefs. Positive memory had effects on task value with mediation role of ability-expectancy beliefs directly and indirectly (P>0/01). Ability -expectancy beliefs had effect on task value directly (P>0/05). Positive and negative memories had effects on math enthusiasm directly and indirectly (P>0/01). The direct relationship between Math self-schemas, Math task value and Math ability-expectancy beliefs with math enthusiasm was not significant (P>0/05).
Conclusion: negative or positive memory had significant effect on math enthusiasm Also, Math self-schemas and Math Affective Because of ability-expectancy beliefs Affect of Math task value. Applied inspirations of findings were discussed. |
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| ISSN: | 1735-7462 2676-6639 |