Date Approved

5-24-2017

Embargo Period

5-30-2017

Document Type

Thesis

Degree Name

MA School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Callueng, Carmelo

Subject(s)

Motivation in education; Mathematics--Study and teaching

Disciplines

Psychology | Science and Mathematics Education

Abstract

A student's sense of belonging has been shown to have positive effects on a student, such as increased motivation and performance (Neel & Fuligni, 2013; Mcmahon, Parnes, Keys, & Viola, 2008). Positive emotions within the academic setting as well as strong self-efficacy have also been found to have these implications (Pekrun, 2006). The impact of emotions in an academic setting and self-efficacy on student's sense of belonging in the classroom is a relatively novel research topic especially in college students. If found, the correlation between academic emotions and self-efficacy along with their impact on sense of belonging can be used to support the need for further research and possible improvements in the classroom. The study explored the influence of academic emotions and self-efficacy on sense of belonging in math classrooms among college students. Three validated Likert scales and a demographic questionnaire were combined into an online survey that was completed by 34 students who were enrolled in general math courses at Rowan University in Southern New Jersey. A nonparametric correlational analysis was used to analyze the data. It was found that academic self-efficacy and several academic emotions significantly influenced sense of math class belonging. Lastly, boredom as an academic emotion was not associated with sense of belonging.

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