Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance

Autores
González, Antonio; Fernández, María-Victoria Carrera; Paoloni, Paola Veronica Rita
Año de publicación
2017
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-efficacy), and their effects on metacognitive problem solving strategies (planning, monitoring, and evaluation) and performance. Data were collected from 520 grade 11 Spanish students (54.7% girls). Structural equation models (SEM), followed by a bootstrap procedure, were used to examine direct and mediated relationships. The results supported the model, suggesting that instrumentality and self-efficacy negatively predicted anxiety, and enhanced hope, planning, monitoring, evaluation, and performance; metacognitive strategies and performance were negatively predicted by anxiety, and were positively predicted by hope; metacognitive strategies positively predicted performance. Furthermore, the hypothesized mediated relations were also statistically significant. The interpretation of these findings, their implications for physics teaching and learning, and future lines of research are discussed.
Fil: González, Antonio. Universidad de Vigo; España
Fil: Fernández, María-Victoria Carrera. Universidad de Vigo; España
Fil: Paoloni, Paola Veronica Rita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba; Argentina. Universidad Nacional de Río Cuarto. Facultad de Ciencias Humanas. Departamento de Ciencias de la Educación; Argentina
Materia
Instrumentality
Self-Efficacy
Hope
Anxiety
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/77048
Acceder
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network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performanceGonzález, AntonioFernández, María-Victoria CarreraPaoloni, Paola Veronica RitaInstrumentalitySelf-EfficacyHopeAnxietyhttps://purl.org/becyt/ford/5.1https://purl.org/becyt/ford/5https://purl.org/becyt/ford/5.3https://purl.org/becyt/ford/5Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-efficacy), and their effects on metacognitive problem solving strategies (planning, monitoring, and evaluation) and performance. Data were collected from 520 grade 11 Spanish students (54.7% girls). Structural equation models (SEM), followed by a bootstrap procedure, were used to examine direct and mediated relationships. The results supported the model, suggesting that instrumentality and self-efficacy negatively predicted anxiety, and enhanced hope, planning, monitoring, evaluation, and performance; metacognitive strategies and performance were negatively predicted by anxiety, and were positively predicted by hope; metacognitive strategies positively predicted performance. Furthermore, the hypothesized mediated relations were also statistically significant. The interpretation of these findings, their implications for physics teaching and learning, and future lines of research are discussed.Fil: González, Antonio. Universidad de Vigo; EspañaFil: Fernández, María-Victoria Carrera. Universidad de Vigo; EspañaFil: Paoloni, Paola Veronica Rita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba; Argentina. Universidad Nacional de Río Cuarto. Facultad de Ciencias Humanas. Departamento de Ciencias de la Educación; ArgentinaWiley2017-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/77048González, Antonio; Fernández, María-Victoria Carrera; Paoloni, Paola Veronica Rita; Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance; Wiley; Journal Of Research In Science Teaching; 54; 5; 5-2017; 558-5850022-43081098-2736CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/url/http://doi.wiley.com/10.1002/tea.21377info:eu-repo/semantics/altIdentifier/doi/10.1002/tea.21377info:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-sa/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-10-22T11:10:02Zoai:ri.conicet.gov.ar:11336/77048instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-10-22 11:10:03.172CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance
title Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance
spellingShingle Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance
González, Antonio
Instrumentality
Self-Efficacy
Hope
Anxiety
title_short Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance
title_full Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance
title_fullStr Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance
title_full_unstemmed Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance
title_sort Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance
dc.creator.none.fl_str_mv González, Antonio
Fernández, María-Victoria Carrera
Paoloni, Paola Veronica Rita
author González, Antonio
author_facet González, Antonio
Fernández, María-Victoria Carrera
Paoloni, Paola Veronica Rita
author_role author
author2 Fernández, María-Victoria Carrera
Paoloni, Paola Veronica Rita
author2_role author
author
dc.subject.none.fl_str_mv Instrumentality
Self-Efficacy
Hope
Anxiety
topic Instrumentality
Self-Efficacy
Hope
Anxiety
purl_subject.fl_str_mv https://purl.org/becyt/ford/5.1
https://purl.org/becyt/ford/5
https://purl.org/becyt/ford/5.3
https://purl.org/becyt/ford/5
dc.description.none.fl_txt_mv Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-efficacy), and their effects on metacognitive problem solving strategies (planning, monitoring, and evaluation) and performance. Data were collected from 520 grade 11 Spanish students (54.7% girls). Structural equation models (SEM), followed by a bootstrap procedure, were used to examine direct and mediated relationships. The results supported the model, suggesting that instrumentality and self-efficacy negatively predicted anxiety, and enhanced hope, planning, monitoring, evaluation, and performance; metacognitive strategies and performance were negatively predicted by anxiety, and were positively predicted by hope; metacognitive strategies positively predicted performance. Furthermore, the hypothesized mediated relations were also statistically significant. The interpretation of these findings, their implications for physics teaching and learning, and future lines of research are discussed.
Fil: González, Antonio. Universidad de Vigo; España
Fil: Fernández, María-Victoria Carrera. Universidad de Vigo; España
Fil: Paoloni, Paola Veronica Rita. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Córdoba; Argentina. Universidad Nacional de Río Cuarto. Facultad de Ciencias Humanas. Departamento de Ciencias de la Educación; Argentina
description Recent research on achievement in science asserts that motivation, emotion, and metacognition are important driving forces for learning. This study sought to examine the relationships between two physics class emotions (hope and anxiety), their motivational predictors (instrumentality and self-efficacy), and their effects on metacognitive problem solving strategies (planning, monitoring, and evaluation) and performance. Data were collected from 520 grade 11 Spanish students (54.7% girls). Structural equation models (SEM), followed by a bootstrap procedure, were used to examine direct and mediated relationships. The results supported the model, suggesting that instrumentality and self-efficacy negatively predicted anxiety, and enhanced hope, planning, monitoring, evaluation, and performance; metacognitive strategies and performance were negatively predicted by anxiety, and were positively predicted by hope; metacognitive strategies positively predicted performance. Furthermore, the hypothesized mediated relations were also statistically significant. The interpretation of these findings, their implications for physics teaching and learning, and future lines of research are discussed.
publishDate 2017
dc.date.none.fl_str_mv 2017-05
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/77048
González, Antonio; Fernández, María-Victoria Carrera; Paoloni, Paola Veronica Rita; Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance; Wiley; Journal Of Research In Science Teaching; 54; 5; 5-2017; 558-585
0022-4308
1098-2736
CONICET Digital
CONICET
url http://hdl.handle.net/11336/77048
identifier_str_mv González, Antonio; Fernández, María-Victoria Carrera; Paoloni, Paola Veronica Rita; Hope and anxiety in physics class: Exploring their motivational antecedents and influence on metacognition and performance; Wiley; Journal Of Research In Science Teaching; 54; 5; 5-2017; 558-585
0022-4308
1098-2736
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/url/http://doi.wiley.com/10.1002/tea.21377
info:eu-repo/semantics/altIdentifier/doi/10.1002/tea.21377
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-sa/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Wiley
publisher.none.fl_str_mv Wiley
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
_version_ 1846781456640114688
score 12.982451

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