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
- Institución
- Consejo Nacional de Investigaciones Científicas y Técnicas
- OAI Identificador
- oai:ri.conicet.gov.ar:11336/77048
Ver los metadatos del registro completo
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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 Técnicas2025-09-29T09:41:27Zoai: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:34982025-09-29 09:41:27.965CONICET 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 |
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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 |
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reponame:CONICET Digital (CONICET) instname:Consejo Nacional de Investigaciones Científicas y Técnicas |
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CONICET Digital (CONICET) |
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CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas |
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