Achievement emotions of female students in mathematical problem-solving situations

Abstract

Abstract Achievement emotions have an important role in students’ Mathematics learning outcomes. The dynamic of achievement emotions in mathematics learning evaluation is very important to be considered by the teachers so that students’ academic achievement can be improved. This study was conducted to investigate female students’ achievement emotions in mathematical problem-solving situations. The study involved 50 seventh grade female students selected by using purposive sampling technique. The data were collected through achievement emotions questionnaires and mathematical problem-solving ability tests. The data were analyzed using Wilcoxon test and Kendal’s Tau correlation test. The findings indicated that mathematical problem-solving situation gave significant small negative effect in decreasing students’ joyful emotion. Moreover, it also gave significant small positive effect in increasing students’ depressed emotion. In addition, there was a significant moderate correlation between mathematical problem-solving ability and students’ joyful emotions after the test. Based on the findings, Mathematics teachers were recommended to take control over the students and improve students’ perceived control and confidence value during Mathematics evaluation so that their emotional condition could be well-controlled. Therefore, they could acquire good achievement and the learning objectives could be attained.