Achievement Emotions of Female students in Mathematical Problem-Solving Situations
Suparman (a*), Dadang Juandi (b), Tatang Herman (c)

a,b,c) Department of Mathematics Education, Indonesia University of Education, Jalan Dr. Setiabudi No.229, Bandung 40154, Indonesia

*arman95[at]upi.edu

Abstract

Achievement emotions have an important role in the students mathematics learning outcomes. The dynamic of achievement emotion in mathematics learning evaluation is very important to be considered by the teachers so that student academic achievement can increase. This study was conducted to investigate the female students achievement emotions in mathematical problem-solving situations that involved 50 seventh grade female students by using a purposive sampling technique. Data on achievement emotional questionnaires and mathematical problem-solving ability tests were analyzed using the Wilcoxon test and Kendals Tau correlation test. The findings show that the mathematical problem-solving situation has a significant small negative effect in decreasing the students joyful emotion, and has a significant small positive effect in increasing the students hopeless emotion. Other findings show that there is a significant moderate correlation between the mathematical problem-solving ability level and the students joyful emotions after the test. This finding recommends for mathematics teachers that it is important to condition and improve a high control perception and belief value in students-self in following mathematics learning evaluation so that a well-controlled emotional condition of students achievement can be created and have an impact on good student mathematics learning outcomes and achieving of mathematics learning goals.

Keywords: Achievement Emotions, Mathematical Problem-Solving Situations

Topic: Mathematics Education