American students no longer lead the world in quantitative skills. This decline in mathematical ability has potentially significant negative national and personal consequences. Math anxiety, low self-efficacy in relation to math, and a sense of hopelessness about math are all possible barriers to being successful in learning and using math, not only in school but ultimately in many aspects of adult life. The purpose of this study was to examine the relationships between hope, expectation, math anxiety (positive and negative affect related components), and students’ final course scores in College Algebra within the context of an instructional strategy intended to improve student achievement and reduce math anxiety. Data were collected from 214 College Algebra students in 12 different classrooms, taught by five instructors using this strategy. These data were analyzed using multilevel modeling. Within the context of the study, the scores students hoped to earn and pre-course negative affect related math anxiety subscores did not significantly influence their final course scores. However, the scores students expected to earn and positive affect related math anxiety subscores did impact final course scores. Scores students hoped to earn at the beginning of the course were significantly related to total math anxiety as well as positive and negative affect related math anxiety subscores at the end of the course. Classroom average attitudes, including averages of scores students hoped to earn, scores students expected to earn, and math anxiety scores were significantly related to post-course positive and negative affect related math anxiety subscores and total post-course math anxiety. The number of students indicating that they enjoyed math and would like to take more math classes in the future was higher at the end of the course than at the beginning. Fewer students disagreed with every negative affect related item on the instrument at the end of the course than did at the beginning, indicating improving affect. Instructional strategies similar to the one used in this study may provide a rich context for supporting student achievement and improving attitudes towards math in College Algebra. The results of this study may help inform the work of practitioners through improved understanding of the impact and interactions of hope, expectation, math anxiety, classroom attitudes, and achievement.

This study investigated how students’ perceptions of course choice and structure are related directly or indirectly to their sense of autonomy, academic emotions, and use of self-regulated learning strategies with the hypothesis of significant relationship of these two areas of instructional practice to those outcome variables. In this study, a total of 601 undergraduate students were asked to respond to surveys on perceived choice, perceived structure, perceived autonomy, academic emotions, and self-regulated learning strategies as well as basic course characteristic information measure with regard to a specific course in which they were enrolled. Structural Equation Modeling suggested both students’ perceived choice and perceived structure in the classroom had small but positive relationships to their perceived autonomy. Regarding the relationships between these two teaching strategies and academic emotions, the level of students’ perceived choice was directly associated only with higher feeling of enjoyment, but indirectly related to all four academic emotions with mediation of the level of perceived autonomy in the direction that one would predict (i.e, higher enjoyment and pride, lower anger and anxiety). On the other hand, perceived structure predicted those four academic emotions not only directly but also indirectly via sense of autonomy in predicted direction. Regarding their relationships with self-regulated learning strategies, neither perceived choice nor perceived structure directly predicted use of self-regulated learning strategies. However, their relationships were supported through the mediation of academic emotions, sense of autonomy, or both. This research helps to provide a clearer picture of autonomy supportive teaching. In particular, this study might help to understand how provisions of choice and structure, which are controversial instructional methods about autonomy supportive teaching, influence the entire process of learning including academic emotions and self-regulation of learning as well as sense of autonomy. / text

The influence of affective factors on learning has been studied by researchers in a range of disciplines, including within SLA research, where tests measuring anxiety specific to second language writing have been developed (Cheng, 2004). Recent studies on instructor perceptions show increasing numbers of second language learners (SLL) enrolled in mainstream university courses with instructors providing varying types of feedback to these learners. The current study investigates how the writing anxiety of second language learners in a mainstream context may relate to writing performance and how feedback anxiety resulting from one written assignment may be connected to writing performance on a subsequent assignment. Using modified writing anxiety survey instruments, 16 SLLs enrolled in two mainstream university English composition courses (taught by two instructors) completed two surveys, an informal interview, and an online questionnaire about feedback on two writing assignments prepared for their course; feedback and a grade from one assignment and a grade from a second assignment were also collected. Mainstream instructors were found to balance feedback provided to learners between content and organization feedback and grammatical feedback, similar to findings on feedback practices for second language instructors (Evans et al., 2010). Statistical analyses between survey results and grades revealed negative (non-statistically significant) correlations between anxiety scores (from surveys) and grades. Participants expressed 16 different emotions in response to feedback through qualitative data collection methods (open-ended survey questions, interviews, and online questionnaire); hope, acceptance, and anxiety were the three most commonly emotions reported. The number and complexity of emotional responses reported indicate that anxiety is only one of numerous responses to feedback and research on the effects of affective factors on learning may benefit from investigations of other emotions, including pleasant or positive emotions. Two data collection methods converged in reporting that nearly all participants made use of feedback through one or more forms of follow up action. Continued research into the complex emotions inspired by writing feedback may provide a deeper understanding of how SLLs may moderate their own emotional responses and provide instructors insight into additional factors that may affect learners’ writing performance. / Graduate / 0290 / amalec@uvic.ca

本研究旨在透過量化研究的方式，探究國小高年級學童知覺的教師教學風格類型與數學學習情緒、學習動機之間的關係。於研究歷程中，擇定台北市、新北市國小高年級學童共計872人為研究對象，採用教師教學風格量表、數學學習情緒量表、數學學習動機量表為評量依據，蒐羅研究資料，進而輔以描述統計與分析、卡方考驗、獨立樣本t考驗、皮爾遜積差相關分析、多元迴歸分析等統計方法進行結果分析。本研究之主要發現如下： 1.國小高年級學童知覺的教師教學風格類型以學習者中心型居多，教學者中心型次之。 2.國小高年級學童在數學學習情緒中之正向活化情緒與負向活化情緒兩方面的感知度同樣強烈，但正向活化情緒略高於負向活化情緒。 3.國小高年級學童在數學學習動機之動機涉入概念方面，以「堅持」之得分最高，「工作選擇：挑戰性」居次，「工作選擇：取悅他人」最低；而在行動控制策略方面，「情境控制」之平均得分略高於「他人控制」。 4.不同性別之高年級學童知覺的教師教學風格類型有顯著差異。 5.不同教師性別之高年級學童知覺的教師教學風格類型有顯著差異。 6.不同性別之高年級學童在正向活化情緒方面有顯著差異，且男生的感受度會較女生強烈。 7.不同性別之高年級學童在負向活化情緒方面有顯著差異，且女生的感受度會較男生強烈。 8.不同教師性別之高年級學童在正向活化情緒方面無顯著差異。 9.不同教師性別之高年級學童在負向活化情緒方面無顯著差異。 10.不同性別之高年級學童在動機涉入概念方面之「工作選擇：挑戰性」與「工作選擇：取悅他人」層面有顯著差異，且男生得分會顯著高於女生。 11.不同性別之高年級學童在動機涉入概念方面之「堅持」層面並無顯著差異。 12.不同性別之高年級學童在行動控制策略方面之「情境控制」與「他人控制」層面皆有顯著差異，且女生得分顯著高於男生。 13.不同教師性別之高年級學童在動機涉入概念方面之「工作選擇：挑戰性」、「工作選擇：取悅他人」、「堅持」層面皆無顯著差異。 14.不同教師性別之高年級學童在行動控制策略方面之「情境控制」與「他人控制」層面無顯著差異。 15.教師教學風格與負向活化情緒之間未有顯著相關性。 16.教師教學風格與正向活化情緒之間存有顯著負相關。 17.高年級學童在正向活化情緒方面的得分與動機涉入概念的三個面向皆有顯著正相關。 18.高年級學童在正向活化情緒方面的得分與行動控制策略的二個面向皆有顯著正相關。 19.高年級學童在負向活化情緒方面的得分與動機涉入概念之「工作選擇：取悅他人」層面有顯著正相關，與「工作選擇：挑戰性」、「堅持」兩層面之得分則未存有顯著相關性。 20.高年級學童在負向活化情緒方面的得分與行動控制策略的二個面向皆有顯著正相關。 21.高年級學童知覺之教師教學風格與動機涉入概念中的「工作選擇：挑戰性」、「堅持」兩個層面存有顯著負相關，但與「工作選擇：取悅他人」層面無顯著相關性。 22.高年級學童知覺之教師教學風格與行動控制策略中的「情境控制」和「他人控制」兩個層面皆存有顯著負相關。 23.數學學習情緒對教師教學風格與數學學習動機的關係有顯著的中介效果。 最後，依據研究結果進行討論，並針對教育工作者、父母、未來研究者提出 具體建議，供後續實務工作及研究參酌。 / This study aims to explore the relationship between teacher’s teaching styles perceived by elementary school higher-grade students, and emotions and motivations in math learning by the method of quantitative research. Samples of the study are 872 elementary school higher-grade students in Taipei city and New Taipei city; the data are gathered by the scores evaluated through teaching styles scale sheet, emotion scale sheet for math learning, and motivation scale sheet for math learning, in addition, the data are further analyzed by descriptive statistics, chi-square test, independent- samples t test, Pearson product-moment correlation analysis, and multiple regression analysis; the results of the study are as follows: 1.The majority of the teachers’ teaching styles perceived by the students are the learner-oriented styles; the second high is the teacher-oriented styles. 2.The students have equal strong perceptions on the activation of positive emotions and negative emotions; however, the level of positive motions is slightly higher than that of negative emotions. 3.On the motivational engagement of the students on math learning, the students earn the highest score in “insistence”, the second high, in “choosing challenging works”, the lowest, in “choosing pleasing works”; on action control strategy, the students earn slightly higher score in “environment control” than in “people control”. 4.Gender of the students significantly influences their perceptions on the teaching styles. 5.Gender of the teachers influences the teaching styles perceived by the students. 6.Gender of the students significantly influences their activation of positive emotions and boys perceive the activation stronger than the girls do. 7.Gender of the students significantly influences the activation of negative emotions and girls perceive the activation stronger than the boys do. 8.Gender of the teachers does not significantly influence the activation of positive emotions of the students. 9.Gender of the teachers does not significantly influence the activation of negative emotions of the students. 10.Gender of the students significantly influences their motivational engagement on the aspects of “choosing challenging works” and “choosing pleasing works”, and boys earn higher scores than girls. 11.Gender of the students does not significantly influence their motivational engagement on “insistence”. 12.Gender of the students significantly influences their choosing of strategy of action control on the aspects of “environment control” and “people control”, and girls earn high scores than boys. 13.Gender of teachers does not significantly influence the students’ motivational engagement on the aspects of “choosing challenging works”, “choosing pleasing works”, and “insistence”. 14.Gender of the teachers does not significantly influence the students’ choosing of strategy of action on the aspects of “environment control”, and “people control”. 15.The teachers’ teaching styles are not significantly correlated to the activation of negative emotions. 16.Teachers’ teaching styles are significantly correlated to the activation of positive emotions. 17.The scores of the students in the activation of positive emotions are significantly positively correlated to the three aspects of motivational engagement. 18.The scores of the students in the activation of positive emotions are significantly positively correlated to the two aspects of action control. 19.The scores of the students in the activation of negative emotions are significantly positively correlated to the aspect of “choosing pleasing works” of motivational engagement; the scores, are not significantly correlated to the aspects of “choosing challenging works”, “and “insistence”. 20.The scores of the students in the activation of negative emotions are significantly positively correlated to the two aspects of action control. 21.The students’ perceptions of teachers’ teaching styles are significantly negatively correlated to the aspects of “choosing challenging works”, and “insistence” of motivational engagement; however, the perceptions are not significantly correlated to the aspect of “choosing pleasing works”. 22.The students’ perceptions on teachers’ teaching styles are significantly correlated to the aspects of “environment control” and “people control” of action control strategy. 23.The emotions in math learning have significant mediating effect in the relationship between teaching styles and motivations in math learning. In addition, the results of the study may serve as a reference for future studies and as practical suggestions for teachers and parents.