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dc.contributor.author
González, Antonio
dc.contributor.author
Fernández, María-Victoria Carrera
dc.contributor.author
Paoloni, Paola Veronica Rita
dc.date.available
2019-05-24T17:02:05Z
dc.date.issued
2017-05
dc.identifier.citation
González, Antonio; Fernández, María-Victoria Carrera; Paoloni, Paola Veronica Rita; Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance; Wiley; Journal Of Research In Science Teaching; 54; 5; 5-2017; 558-585
dc.identifier.issn
0022-4308
dc.identifier.uri
http://hdl.handle.net/11336/77048
dc.description.abstract
Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-efficacy), and their effects on metacognitive problem solving strategies (planning, monitoring, and evaluation) and performance. Data were collected from 520 grade 11 Spanish students (54.7% girls). Structural equation models (SEM), followed by a bootstrap procedure, were used to examine direct and mediated relationships. The results supported the model, suggesting that instrumentality and self-efficacy negatively predicted anxiety, and enhanced hope, planning, monitoring, evaluation, and performance; metacognitive strategies and performance were negatively predicted by anxiety, and were positively predicted by hope; metacognitive strategies positively predicted performance. Furthermore, the hypothesized mediated relations were also statistically significant. The interpretation of these findings, their implications for physics teaching and learning, and future lines of research are discussed.
dc.format
application/pdf
dc.language.iso
eng
dc.publisher
Wiley
dc.rights
info:eu-repo/semantics/openAccess
dc.rights.uri
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.subject
Instrumentality
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Self-Efficacy
dc.subject
Hope
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Anxiety
dc.subject.classification
Psicología
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Psicología
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CIENCIAS SOCIALES
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Otras Ciencias de la Educación
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Ciencias de la Educación
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CIENCIAS SOCIALES
dc.title
Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance
dc.type
info:eu-repo/semantics/article
dc.type
info:ar-repo/semantics/artículo
dc.type
info:eu-repo/semantics/publishedVersion
dc.date.updated
2019-05-23T14:47:41Z
dc.identifier.eissn
1098-2736
dc.journal.volume
54
dc.journal.number
5
dc.journal.pagination
558-585
dc.journal.pais
Estados Unidos
dc.description.fil
Fil: González, Antonio. Universidad de Vigo; España
dc.description.fil
Fil: Fernández, María-Victoria Carrera. Universidad de Vigo; España
dc.description.fil
Fil: Paoloni, Paola Veronica Rita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba; Argentina. Universidad Nacional de Río Cuarto. Facultad de Ciencias Humanas. Departamento de Ciencias de la Educación; Argentina
dc.journal.title
Journal Of Research In Science Teaching
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/url/http://doi.wiley.com/10.1002/tea.21377
dc.relation.alternativeid
info:eu-repo/semantics/altIdentifier/doi/http://dx.doi.org/10.1002/tea.21377
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