R S www.irss.academyirmbr.com February 2019 S International Review of Social Sciences Vol. 7 Issue.2 I Explanatory Cross-Sectional Analysis on Achievement Emotions in Mathematics Using Achievement Goal and Kolb’s Learning Style Frameworks AVELINO G. IGNACIO JR. Bulacan State University City of Malolos, Bulacan, Philippines Email: [email protected] Abstract This research work is an explanatory cross-sectional analysis on achievement emotions in mathematics. The main objectives of the study are as follows: (1) to test whether there is a significant interaction effect between the approach-avoidance dimension of achievement goals and Kolb’s learning styles on achievement emotions in mathematics, (2) to test whether there is a significant difference in the means of achievement emotions in mathematics when grouped according to approach-avoidance dimension of achievement goals, and (3) when grouped according to Kolb’s learning styles, and (4) to provide effect-size estimates for each significance test. Three instruments were utilized in the study, namely, Achievement Goal Questionnaire , Kolb’s Learning Style Inventory 3.1 , and Achievement Emotions Questionnaire for Mathematics . The study utilized cluster sampling , two-way ANOVA interpreted through p-values (p), and partial eta-squared for effect-size estimates. Results show that there is a small interaction effect attributed to chance on all achievement emotions which can only be seen through careful study. Similarly, there is an average effect on enjoyment , and pride carried by achievement goals, and an average effect on boredom , and anger carried by Kolb’s learning styles; which implies that both effects are somewhat visible in naked eye, and evidently, not attributed to chance. Consequently, mediation and moderation analysis linking achievement goals to positive achievement-related outcome emotions, and Kolb’s learning styles to negative achievement-related activity emotions, respectively, are recommended. Keywords: Achievement Emotions, Achievement Goals, Learning Styles, Mathematics. Introduction Since mathematics education is characterized to be in its early years, and as well as an open concept that could go in various perspectives (Sriraman, 2016; Skovsmose, 2016, 2011), many mathematics educators and researchers have initiated to strengthen this developing research area from various contextual perspectives (D’ Ambrosio, 2016; Earnest, 2016a, 2016b, 2004; Zhao, 2016; Ignacio & Reyes, 2017; Ignacio, 2016; Ignacio & Policarpio, 2016). As a consequence, these provide fresh views on the theory and practice of mathematics teaching and learning (Earnest, 2004; Zhao, 2016; Le et al., 2006; Evans, 2001; Howson, Keitel, & Kilpatrick, 2008). Accordingly, how the education runs inside and outside classrooms must be, over and over again, reviewed and assessed by both educators and students (Ignacio & Santos, 2017). ISSN 2309-0081 Ignacio (2019) 100 R S www.irss.academyirmbr.com February 2019 S International Review of Social Sciences Vol. 7 Issue.2 I In a previous study conducted by Ignacio (2016), more than half of the coded responses in a qualitative study involving engineering students were related to teaching styles, where most of the subthemes were rooted on the need to properly motivate students in mathematics subjects. This leads to the notion of diverse constructs linking to academic motivation inside mathematics classroom regardless of the program of study, whether it is a mathematically inclined course or not. Ignacio and Policarpio (2016) presupposed a need to study appropriate motivation. And since individuals have a natural tendency to select certain goals, whether to approach or to avoid certain things, just to obtain favorable achievement situation, soon enough, individual will learn to value the consequences of certain outcomes. Thus, they examined the achievement goals of high school students. While the male respondents with highest mean mathematics performance in class generally hold performance-avoidance goals, female respondents with highest mean mathematics performance in class generally hold mastery-avoidance goals. In this case, those who hold the goal of avoiding unfavorable situations possessed the relative highest mean performance. And this relationship was statistically significant, meaning, it is not attributed to chance. Ignacio and Reyes (2017) further explored this scenario through the inclusion of another construct known as Kolb’s (2005) learning styles. Learning style is the way in which individuals begin to concentrate, process, internalize, and retain new and difficult academic information, moreover, these are different approaches students use in perceiving and processing information (Kolb, 1984). Accordingly, Ignacio and Reyes (2017) found out that students with approach type of mathematics achievement goal mostly learn by reflecting on abstract concepts and putting the information in logical form. On the other hand, students with avoidance type of mathematics achievement goal mostly take concrete experiences mixed with active experimentation in a hands-on experience. Individuals rely more heavily on people for information than on their own technical analysis. But this structure was not statistically significant. In line with this, the present researcher was not yet satisfied with the earlier results. In conjunction with the outcomes of previous researches, as a consequence, since academic settings, remarkably in mathematics education, abound with achievement emotions such as enjoyment of learning, pride, anger, anxiety, shame, hopelessness, or boredom; and that undeniably, these emotions are critically important for students’ motivation, learning, and performance (Pekrun, Goetz, Frenzel, Barchfield, & Perry, 2011; Zeidner, 2007); given that research on human emotions in education is in a state of fragmentation (Pekrun, 2006); this research endeavor will try to determine the main and interaction effects, along with the effect sizes, of achievement goals (Elliot & Murayama, 2008), and Kolb’s (1985) learning styles, on achievement emotions in mathematics (Pekrun et al., 2011). Theoretical Framework Control-Value Theory of Achievement Emotions Most emotions pertaining to attending class, studying, and writing tests and exams are seen as achievement emotions (Sanchez-Rosas & Furlan 2017; Pekrun & Perry, 2014). Achievement emotions are defined as emotions tied directly to either achievement activities that pertain to ongoing achievement-related activities, or achievement outcomes that pertain to the outcomes of these activities (Pekrun et al., 2011; Pekrun, Elliot, & Maier, 2006) that can affect students’ learning and performance, through the mediating effects of motivation, strategy use, and regulation of learning (Pekrun, 2006). And this is primarily grounded on control-value theory of achievement emotions which hypothesized that achievement emotions are produced when the individual feels in control of, or out of control of, activities and outcomes that are subjectively valuable, which implies that appraisals of control and value significantly triggers these emotions (Pekrun, Goetz, Titz, & Perry, 2002a, 2002b). ISSN 2309-0081 Ignacio (2019) 101 R S www.irss.academyirmbr.com February 2019 S International Review of Social Sciences Vol. 7 Issue.2 I Pertaining to achievement-related activities and outcomes, control appraisals relate to its perceived controllability, while value appraisals relate to its subjective importance (Pekrun, 2006). Furthermore, emotions influence students’ intrinsic motivation to learn, extrinsic motivation related to the attainment of positive outcomes or to the prevention of negative outcomes (Linnenbrink-Garcia & Pekrun, 2011), and promote different styles of regulation of learning (Pekrun, Elliot, & Maier, 2006; Pekrun et al., 2011). Moreover, there are already seven established achievement emotions in mathematics (Pekrun, Goetz, & Frenzel, 2005b), namely, enjoyment of learning, pride, anger, anxiety, shame, hopelessness, and boredom. Enjoyment and pride are considered positive outcome emotions; anger and boredom are considered negative activity emotions; lastly, anxiety shame, and hopelessness are considered negative outcome emotions. 2 x 2 Achievement Goal Framework On the other hand, the first explanatory construct to be considered in this study, which acquires high research attention to predict the predisposition in achievement situations is the achievement goal framework (Elliot, 2005a, 2005b; Berger & Archer, 2016; Kayes, 2005; Elliot & McGregor, 2001). Achievement goals are defined as organized efforts to direct thoughts, actions, and feelings toward the attainment of one’s goals (Sunawan & Xiong, 2016; Thrash & Hurst, 2008; Soini, Aro, & Niemivirta, 2011). And this may predict the use of learning strategies, effort, emotions, and performance (Sanchez-Rosas & Furlan, 2017; Mason, Boscolo, Tornatora, & Ronconi, 2011; Schunk, 2012). It hypothesized four types of achievement goals namely mastery-approach goal (MAp), mastery-avoidance goal (MAv), performance-approach goal (PAp) and performance-avoidance goal (PAv) (Elliot & Murayama, 2008; Elliot & McGregor, 2001; Elliot, 2005a, 2005b). MAp involves striving to learn all what there is to learn focusing on improving knowledge; MAv involves avoiding failing to learn what there is to learn focusing on preventing misunderstanding or missing any point; PAp involves seeking to perform better than others focusing on demonstrating ability to others and looking smart;