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Effects of mood on students' metacognitive experiences
ARTICLE

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Learning and Instruction Volume 15, Number 5, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This study investigated the relations of induced mood with mathematical ability and self-concept in maths as well as the effect of induced mood on maths performance and on metacognitive experiences (ME). Ninety students, out of 246, of the 5th grade – 45 students of low and 45 of high maths ability – were distributed into three equal in number groups: the positive mood treatment group, the negative mood treatment group, and the Control group (no mood treatment). The students solved a verbal mathematical problem and responded to questionnaires on their self-concept, interest, liking of the task, and prospective and retrospective ME. Hierarchical regression analyses showed that students' mood treatment and self-concept in maths affected mood scores. The prospective emotions and ME were predicted by maths ability and maths self-concept, whereas the retrospective ME were differentially predicted by positive or negative mood, maths self-concept, or maths ability. There was no effect of mood on maths performance.

Citation

Efklides, A. & Petkaki, C. (2005). Effects of mood on students' metacognitive experiences. Learning and Instruction, 15(5), 415-431. Elsevier Ltd. Retrieved January 28, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2005.07.010

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