مجله علوم روانشناختی (Dec 2021)
Structural relationship math self-schemas and math affective memories with math enthusiasm: mediating role and task value and ability/expectancy beliefs
Abstract
Background: Numerous studies have examined academic Enthusiasm. But research on developing a structural model for predicting mathematical enthusiasm based on Math self-schemas and Math Affective Memories mediated by task value and Ability/expectancy Beliefs has been neglected. Aims: The present research aimed to study Structural Relationship between Math affective memories and Math self-schemas with Math Enthusiasm by Mediating Role of Ability/expectancy beliefs and Task. Methods: This study was a correlational study using structural equation modeling in which500 female students in 11th grade studying mathematics and science courses were selected from Tehran through multi- stages clustering method. All subjects completed affective memory, task cost, math enthusiasm questionnaires and Data were analyzed using structural model and path analysis tests. Results: According to results, negative memory had negative effects on ability-expectancy beliefs and positive memory had positive effects on (P>0/01). Negative memory had effects on math task value directly (P>0/01) as well as indirectly (P>0/01) with mediating role of ability-expectancy beliefs. Positive memory had effects on task value with mediation role of ability-expectancy beliefs directly and indirectly (P>0/01). Ability -expectancy beliefs had effect on task value directly (P>0/05). Positive and negative memories had effects on math enthusiasm directly and indirectly (P>0/01). The direct relationship between Math self-schemas, Math task value and Math ability-expectancy beliefs with math enthusiasm was not significant (P>0/05). Conclusion: negative or positive memory had significant effect on math enthusiasm Also, Math self-schemas and Math Affective Because of ability-expectancy beliefs Affect of Math task value. Applied inspirations of findings were discussed.
