Negative Emotions in the Mathematics Classroom: Shame and Humiliation amongst High School Students
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| Title: | Negative Emotions in the Mathematics Classroom: Shame and Humiliation amongst High School Students |
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| Language: | English |
| Authors: | José Hernando Ávila-Toscano, Leonardo José Vargas-Delgado, Charid Dayana Badillo Cantillo, Diana Carolina Rodríguez Márquez, Rafael Segundo Sánchez Anillo |
| Source: | International Journal of Emotional Education. 2024 16(2):73-89. |
| Availability: | Centre for Resilience and Socio-Emotional Health. Old Humanities Building (OH) Room 241, University of Malta, MSD 2080, Malta. Tel: +356-2340-3014; Web site: http://www.um.edu.mt/ijee |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Mathematics Instruction, High School Students, Emotional Response, Psychological Patterns, Early Adolescents, Secondary School Students, Gender Differences, Age Differences, Peer Relationship, Teacher Behavior, Foreign Countries |
| Geographic Terms: | Colombia |
| ISSN: | 2073-7629 |
| Abstract: | Emotions play a significant role in learning mathematics, but some school situations may lead students to experience negative emotions. The objectives of this study were to analyse the emotional experience of embarrassment and humiliation in high school students in mathematics classes, define the role of sex and academic grade in the experience of such emotions, and determine the classroom situations related to these emotions. A cross-sectional survey study examined 479 Colombian high school students aged between 12 and 15 years old. The emotions and associated classroom situations were evaluated through self-report questionnaires. Higher levels of shame and humiliation were found among girls in the eighth grade. Shame was associated with peer teasing, and humiliation with peer exclusion and repressive teacher behaviours. Clearly, the emotions of humiliation and shame may be present in mathematics classes in high schools, calling for a review of the role of educators and the management of emotional health in the classroom in the teaching of mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452422 |
| Database: | ERIC |
| Abstract: | Emotions play a significant role in learning mathematics, but some school situations may lead students to experience negative emotions. The objectives of this study were to analyse the emotional experience of embarrassment and humiliation in high school students in mathematics classes, define the role of sex and academic grade in the experience of such emotions, and determine the classroom situations related to these emotions. A cross-sectional survey study examined 479 Colombian high school students aged between 12 and 15 years old. The emotions and associated classroom situations were evaluated through self-report questionnaires. Higher levels of shame and humiliation were found among girls in the eighth grade. Shame was associated with peer teasing, and humiliation with peer exclusion and repressive teacher behaviours. Clearly, the emotions of humiliation and shame may be present in mathematics classes in high schools, calling for a review of the role of educators and the management of emotional health in the classroom in the teaching of mathematics. |
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| ISSN: | 2073-7629 |
