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Are Students Motivated to Forget Math?

Jin, Ling.

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Are Students Motivated to Forget Math?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Are Students Motivated to Forget Math?/
Author:	Jin, Ling.
Description:	33 p.
Notes:	Source: Masters Abstracts International, Volume: 55-04.
Contained By:	Masters Abstracts International55-04(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10032458
ISBN:	9781339536033

Are Students Motivated to Forget Math?
Jin, Ling.

Are Students Motivated to Forget Math? - 33 p.

Source: Masters Abstracts International, Volume: 55-04.

Thesis (M.A.)--University of California, Los Angeles, 2016.

Motivated forgetting describes the desire to avoid bringing to mind unpleasant memories that threaten the self and has been well supported by both clinical and social psychological literature. In this study, I extend a motivated forgetting framework to the mathematics classrooms where many people report a high degree of stress and have their intellectual identity threatened. Hence, I examine whether students' motive to protect their self-integrity plays a role in forgetting as a function of individual differences in math identity and weekly reports of course stress. One hundred and twenty-nine undergraduate students from an advance-level math course reported their math identity and ongoing course stress via text message. We collected students' final exam scores and also asked students to complete the same final exam two weeks after completing the course. The results show that among students who hold higher levels of math identity, experiencing higher stress from the course was associated with greater amount of forgetting after the completion of the course. Possible accounts of forgetting and education implications are discussed.

ISBN: 9781339536033Subjects--Topical Terms:

641129
Mathematics education.

Are Students Motivated to Forget Math?
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100 1 $a Jin, Ling. $3 1031157
245 1 0 $a Are Students Motivated to Forget Math?
300 $a 33 p.
500 $a Source: Masters Abstracts International, Volume: 55-04.
500 $a Adviser: Gerardo Ramirez.
502 $a Thesis (M.A.)--University of California, Los Angeles, 2016.
520 $a Motivated forgetting describes the desire to avoid bringing to mind unpleasant memories that threaten the self and has been well supported by both clinical and social psychological literature. In this study, I extend a motivated forgetting framework to the mathematics classrooms where many people report a high degree of stress and have their intellectual identity threatened. Hence, I examine whether students' motive to protect their self-integrity plays a role in forgetting as a function of individual differences in math identity and weekly reports of course stress. One hundred and twenty-nine undergraduate students from an advance-level math course reported their math identity and ongoing course stress via text message. We collected students' final exam scores and also asked students to complete the same final exam two weeks after completing the course. The results show that among students who hold higher levels of math identity, experiencing higher stress from the course was associated with greater amount of forgetting after the completion of the course. Possible accounts of forgetting and education implications are discussed.
590 $a School code: 0031.
650 4 $a Mathematics education. $3 641129
690 $a 0280
710 2 $a University of California, Los Angeles. $b Education. $3 2101790
773 0 $t Masters Abstracts International $g 55-04(E).
790 $a 0031
791 $a M.A.
792 $a 2016
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10032458