Emotion management in mathematics test

Abstract

The main purpose of this study is identifying and comparing profiles of high-performing students group and lowperforming students group in terms of type of emotions reported in test context and frequency of using emotion management strategies mobilized. This study is based on a special methodological protocol where we selected a sample of 44 students. We used two translated, adapted and validated measuring instruments. Scale of Achievement Emotions Questionnaire for Pre- Adolescents and survey which we developed. According to statistical analysis, especially correlation coefficient, the findings show that there is a positive and significant relationship between using emotion management strategies and expression of positive emotions in mathematic test context. Besides, the data obtained by independent-samples T-test noted that high-performing students experienced positive emotions that tend to relate with effective using of emotion management strategies. However, low-performing students are expressed negative emotions; this situation is attributable to lack using these strategies.

Keywords

• Emotion
• management emotion strategies
• mathematic achievement
• mathematics test