"Students' joy and fear in K-12: What connections exist with individualization and self-determination in math?"

Postdoctoral scholar Charlott Rubach (pictured right) and Professor Rebecca Lazarides (University of Potsdam) published a chapter in their new book Emotions in school and teaching: Conditions and effects of emotions in teachers and learners.

​The title of the chapter is “Students' joy and fear in K-12: What connections exist with individualization and self-determination in math?”
 
Rubach studies social relations, motivation, family-school partnerships, and well-being in adolescence with Distinguished Professor Jacquelynne Eccles. She earned her Ph.D. from the University of Potsdam, M.A. in Educational Science and B.A. in Philosophy and Educational Science from the University of Rostock in Germany.
 
Abstract

Based on the increasing heterogeneity of the learning prerequisites of learners, the question of particular interest is to what extent strategies of individualization are related to learning and achievement emotions. The study examines the importance of individualization in mathematics lessons (report from teachers) for the experience of joy and fear in learners (report from learners) in lower secondary level. Furthermore, the question of the extent to which needs-based teaching design features mediate this connection is investigated.
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