Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning

Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning

The present study examined the relationships among affect, self-regulated learning (SRL) strategy use, and course attainment in the didactics of mathematics (teaching mathematics) subject matter domain. The sample consisted of 180 undergraduate students attending a didactics of mathematics course (m...

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Main Authors: Georgia Papantoniou, Despina Moraitou, Maria Kaldrimidou, Katerina Plakitsi, Dimitra Filippidou, Effie Katsadima
Format: Article
Language:English
Published: Hindawi Limited 2012-01-01
Series:Education Research International
Online Access:http://dx.doi.org/10.1155/2012/579590
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spelling doaj-c94620b34a904ec3b62085b0b17f74ad2020-11-24T22:26:11ZengHindawi LimitedEducation Research International2090-40022090-40102012-01-01201210.1155/2012/579590579590Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated LearningGeorgia Papantoniou0Despina Moraitou1Maria Kaldrimidou2Katerina Plakitsi3Dimitra Filippidou4Effie Katsadima5Department of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, GreeceSchool of Psychology, Aristotle University of Thessaloniki, 541 24 Thessaloniki, GreeceDepartment of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, GreeceDepartment of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, GreeceDepartment of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, GreeceDepartment of Early Childhood Education, School of Education, University of Ioannina, 451 10 Ioannina, GreeceThe present study examined the relationships among affect, self-regulated learning (SRL) strategy use, and course attainment in the didactics of mathematics (teaching mathematics) subject matter domain. The sample consisted of 180 undergraduate students attending a didactics of mathematics course (mean age = 21.1 years) at the School of Early Childhood Education. The participants were asked to respond to the Positive and Negative Affect Schedule (PANAS) and the Cognitive Interference Questionnaire (CIQ). They also completed the Learning Strategies Scales of the MSLQ. Examination grades were used as the measure of course attainment. Pearson correlations and path analysis revealed that negative affect was positively related to cognitive interference, and positive affect influenced positively the use of almost all of the SRL strategies. Elaboration was the only SRL strategy found to predict the didactics of mathematics course attainment. Finally, cognitive interference was found to negatively predict course attainment.http://dx.doi.org/10.1155/2012/579590
collection DOAJ
language English
format Article
sources DOAJ
author Georgia Papantoniou
Despina Moraitou
Maria Kaldrimidou
Katerina Plakitsi
Dimitra Filippidou
Effie Katsadima
spellingShingle Georgia Papantoniou
Despina Moraitou
Maria Kaldrimidou
Katerina Plakitsi
Dimitra Filippidou
Effie Katsadima
Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning
Education Research International
author_facet Georgia Papantoniou
Despina Moraitou
Maria Kaldrimidou
Katerina Plakitsi
Dimitra Filippidou
Effie Katsadima
author_sort Georgia Papantoniou
title Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning
title_short Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning
title_full Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning
title_fullStr Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning
title_full_unstemmed Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning
title_sort affect and cognitive interference: an examination of their effect on self-regulated learning
publisher Hindawi Limited
series Education Research International
issn 2090-4002
2090-4010
publishDate 2012-01-01
description The present study examined the relationships among affect, self-regulated learning (SRL) strategy use, and course attainment in the didactics of mathematics (teaching mathematics) subject matter domain. The sample consisted of 180 undergraduate students attending a didactics of mathematics course (mean age = 21.1 years) at the School of Early Childhood Education. The participants were asked to respond to the Positive and Negative Affect Schedule (PANAS) and the Cognitive Interference Questionnaire (CIQ). They also completed the Learning Strategies Scales of the MSLQ. Examination grades were used as the measure of course attainment. Pearson correlations and path analysis revealed that negative affect was positively related to cognitive interference, and positive affect influenced positively the use of almost all of the SRL strategies. Elaboration was the only SRL strategy found to predict the didactics of mathematics course attainment. Finally, cognitive interference was found to negatively predict course attainment.
url http://dx.doi.org/10.1155/2012/579590
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AT mariakaldrimidou affectandcognitiveinterferenceanexaminationoftheireffectonselfregulatedlearning
AT katerinaplakitsi affectandcognitiveinterferenceanexaminationoftheireffectonselfregulatedlearning
AT dimitrafilippidou affectandcognitiveinterferenceanexaminationoftheireffectonselfregulatedlearning
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