stdClass Object
(
    [id] => 16818
    [paper_index] => 202506-01-022887
    [title] => ACHIEVEMENT EMOTIONS AS PREDICTORS OF MATH PERFORMANCE AMONG HIGH SCHOOL STUDENTS
    [description] => 
    [author] => Reich Michelle T. Lazarte, Anna Marie A. Lazarte
    [googlescholar] => 
    [doi] => https://doi.org/10.36713/epra22887
    [year] => 2025
    [month] => June
    [volume] => 11
    [issue] => 6
    [file] => fm/jpanel/upload/2025/July/202506-01-022887.pdf
    [abstract] => This study investigates the relationship between achievement emotions and academic performance in mathematics among high school students, guided by the Control-Value Theory of Achievement Emotions. A sample of 360 randomly selected students from grades 7 to 12 completed surveys assessing seven achievement emotions: enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom. Mathematics grades were analyzed alongside self-reported emotional data. Results indicated very high levels of enjoyment (M = 4.83) and pride (M = 4.83), moderate levels of anger (M = 3.83) and anxiety (M = 3.75), and low levels of shame (M = 2.95), hopelessness (M = 2.50), and boredom (M = 2.80), yielding an overall moderate achievement emotion score (M = 3.64). Academic performance averaged 86.12 (moderate). Pearson’s correlation analysis revealed enjoyment (r = 0.9024, p < 0.00001) and pride (r = 0.30, p = 0.019) as significant positive predictors of performance, while hopelessness (r = -0.40, p = 0.001), anxiety (r = -0.35, p = 0.005), and boredom (r = -0.30, p = 0.01) showed significant negative correlations. The composite achievement emotion score correlated moderately positively with performance (r = 0.50, p < 0.00001), rejecting the null hypothesis. Aligning with Control-Value Theory, these findings emphasize the dual role of appraisals in shaping emotions and outcomes. The study advocates for emotion-focused pedagogical interventions to enhance academic success, such as fostering enjoyment and reducing anxiety, thereby bridging emotional and cognitive dimensions in mathematics education.
    [keywords] => Education, Achievement emotions, Academic performance, Mathematics, High school students, Control-Value Theory, Emotional regulation, Correlation analysis
    [doj] => 2025-07-01
    [hit] => 
    [status] => 
    [award_status] => P
    [orderr] => 247
    [journal_id] => 1
    [googlesearch_link] => 
    [edit_on] => 
    [is_status] => 1
    [journalname] => EPRA International Journal of Multidisciplinary Research (IJMR)
    [short_code] => IJMR
    [eissn] =>  2455-3662 (Online)
    [pissn] => - --
    [home_page_wrapper] => images/products_image/11.IJMR.png
)
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