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Análise Psicológica

versão impressa ISSN 0870-8231

Resumo

MATA, Lourdes et al. Emoções em contexto académico: Relações com clima de sala de aula, autoconceito e resultados escolares. Aná. Psicológica [online]. 2015, vol.33, n.4, pp.407-424. ISSN 0870-8231.  http://dx.doi.org/10.14417/ap.1050.

Classrooms are places where students interact with the teacher and with peers, facing challenges, difficulties and goals, dealing with more or less successful situations, which trigger different emotions that may affect learning. In this study we sought to understand the features of emotions experienced in Maths classrooms, and identify how they are shaped both by contextual variables, such as the classroom climate, and personal variables, such as school performance, self-concept and self-esteem. The sample consisted of 717 students from the 7th and 8th grades, with 355 being boys (49.5%). Three scales were used: one measuring self-concept and self-esteem, one focusing on classroom climate, and one related with the emotions experienced in the classroom. Results showed that gender is not an important variable in explaining Positive and Negative Emotions in Maths classes, unlike variables such as performance and personal beliefs (e.g., Academic Self-concept, attitudes). Although the greatest explanatory value of emotions came from personal beliefs, we found that relational variables associated with support from peers and teachers cannot be overlooked. The combined analysis of all these variables not only provided a more complete view of the contribution of each one, but also allowed us to identify some specificities related to Positive and Negative Emotions.

Palavras-chave : Emotions; Academic achievement; Maths.

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