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Structural relationship math self-schemas and math affective memories with math enthusiasm: mediating role and task value and ability/expectancy beliefs

fakhrisadat hosseini, Esmaeil Saadipour, Fariborz Dortaj, Siavash Talepasand, Asghar Minai, PhD Student of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran., Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran., Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran., Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University University, Semnan, Iran, Associate Professor, Department of assessment and measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran
2021 The Journal Of Psychological Science  

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Numerous studies have examined academic Enthusiasm. But research on developing a structural model for predicting mathematical enthusiasm based on Math self-schemas and Math Affective Memories mediated by task value and Ability/expectancy Beliefs has been neglected. Aims: The present research aimed to study Structural Relationship between Math affective memories and Math self-schemas with Math Enthusiasm by Mediating Role of Ability/expectancy beliefs and Task. Methods: This study was a
more » ... onal study using structural equation modeling in which500 female students in 11th grade studying mathematics and science courses were selected from Tehran through multi-stages clustering method. All subjects completed affective memory, task cost, math enthusiasm questionnaires and Data were analyzed using structural model and path analysis tests. Results: According to results, negative memory had negative effects on ability-expectancy beliefs and positive memory had positive effects on (P>0/01). Negative memory had effects on math task value directly (P>0/01) as well as indirectly (P>0/01) with mediating role of ability-expectancy beliefs. Positive memory had effects on task value with mediation role of ability-expectancy beliefs directly and indirectly (P>0/01). Ability -expectancy beliefs had effect on task value directly (P>0/05). Positive and negative memories had effects on math enthusiasm directly and indirectly (P>0/01). The direct relationship between Math self-schemas, Math task value and Math abilityexpectancy beliefs with math enthusiasm was not significant (P>0/05). Conclusion: negative or positive memory had significant effect on math enthusiasm Also, Math selfschemas and Math Affective Because of ability-expectancy beliefs Affect of Math task value. Applied inspirations of findings were discussed.
doi:10.52547/jps.20.105.1471 fatcat:privpp26nzaafi76azwwy22fey
lang:fa
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fakhrisadat hosseini, Esmaeil Saadipour, Fariborz Dortaj, Siavash Talepasand, Asghar Minai, PhD Student of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran., Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran., Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran., Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University University, Semnan, Iran, Associate Professor, Department of assessment and measurement, Faculty of Psychology and Educational Sciences, Allameh Tabataba'i University, Tehran, Iran. "Structural relationship math self-schemas and math affective memories with math enthusiasm: mediating role and task value and ability/expectancy beliefs." The Journal Of Psychological Science 20.105 (2021) 1471-1492