بيئة التعلم المدركة بوصفها منبئات بانفعالات الإنجاز في مادة الرياضيات لدى طالبات المرحلة الثانوية في منطقة القصيم

ميمونة سليمان الجناحي; فاطمة سحاب الرشيدي

doi:10.55074/hesj.vi55.1875

Authors

Maymunah Suleiman Al-Jinahi Lecturer, Department of Psychology, College of Languages and Human Sciences, Qassim University, Saudi Arabia.
Fatimah Sahab Al-Rashidi Professor of Educational Psychology, Department of Psychology, College of Languages and Human Sciences, Qassim University, Saudi Arabia.

DOI:

https://doi.org/10.55074/hesj.vi55.1875

Keywords:

Achievement Emotions in Mathematics, Perceived Mathematics Learning Environment, Secondary School Students

Abstract

The current study aimed to investigate the possibility of predicting achievement emotions in mathematics through the perceived learning environment among first-year secondary school students in the Al-Qassim Region. It also sought to identify the most common achievement emotions and perceptions of the learning environment in mathematics. The study employed a descriptive design and was applied to a convenience sample of (581) first-year secondary school students in public schools in the Al-Qassim Region. Three instruments were used for data collection: The Achievement Emotions Scale (Pekrun et al., 2002; Arabic translation by Al-Watban, 2013), the Perceived Mathematics Learning Environment Scale (Aluri & Fraser, 2019; translated by the researcher), and the Conceptions of Learning Scale (Purdie & Hattie, 2002; translated by the researcher). The results revealed that pride and enjoyment were the most prevalent emotions in learning mathematics, while anxiety and shame were the least prevalent. The findings also indicated that students' perceptions of the learning environment were high across all its dimensions. Multiple regression analysis showed that the perceived learning environment had varying explanatory power for achievement emotions. The highest explained variance was for pride and enjoyment (49%), while the lowest was for anxiety and shame (12.6%). Dimensions of the perceived learning environment contributed to predicting pride and enjoyment. Additionally, some dimensions of the perceived learning environment contributed to reducing levels of anxiety, shame, anger, and boredom. In light of these findings, the study recommended enhancing supportive learning environment dimensions, particularly equity, cooperative learning, and clarity of assessment criteria and feedback for students.

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