Psychology of Affect -6-
I think that; analyzing the
situation correctly and obtaining a comprehensive relationship would entail
developing a model that incorporates very many parameters that are interrelated
in a very complex scenario. A suggestion for example is that in a general way,
there is a relation between self ego and general success; hence, even
mathematical success. The question would then be how success in other spheres
of life enhanced by a good self concept for example affects other areas of
development that in turn determine mathematical success. This is especially
considering that mathematics is more than just mere calculations because it
embeds with many other areas like culture. The challenge would then be to
establish a model that borders as close as possible the real circumstances.
This would aid in acquiring a more conclusive relationship, as well as identify
possible remedies to negative affects; which hinder success in general, and
success in mathematics in particular.
A
considerable area in mathematical learning involves learning and adopting an
effective computational process and capacity. Researchers have thus been
interested in this area. Schoenfield (1994) postulates that; we tend to solve
mathematical problems according to our beliefs.
For example, people that believe mathematics to be just a system of
repeating established procedures are less likely to invent a new idea or handle
a more challenging mathematical problem presented to them (Schoenfield, 1994).
The foreseeable challenge in this kind of analysis is; the failure to recognize
that parameters like beliefs result from other parameters in the environment.
Once we consider a different model, we will later see how emotions lead to
attitude; which then define our beliefs and ultimately who we are.
Goldin
(2000) went further to study the relation that exists between experience and
mathematics. He has postulated the existence of diverse states where different
feelings are experience in a sequential manner to affect cognition. Depending
on experience, the states triggered could affect cognition in either a negative
or in a positive way. This experience could also be the teaching environment.
Since emotion affects the feelings that we experience, it can alter the way we
perceive experience (experience can be considered as the emotions that have
been experienced due to the environment) and even define it (experience) hence
altering our cognitive capacities. The possible relationship between general
success and mathematical success will become clear later on.
As
may be noted by the presented arguments so far, a problem that prevails is the
generality that has so far been used especially in the meaning of terms (Leder,
1992). There is therefore a need to be more specific oriented as pertains to
the use of terms in order to study the area of affect psychology in a more
exhaustive manner. To explain this, let us consider the vanity in vaguely
defining some affect parameters that we have used. Consider a term like
attitude. We have equated the meaning of this term as the capacity to either
dislike or like. As I had mentioned earlier, the problem that may immediately
surface is that; we have forgotten the existence of a host of other parameters
that affect attitude in a direct way. Things like past experiences, one’s
hopeful career, gender, parental and societal expectations, goals among others
affect one’s mathematical attitude. It is therefore quite to analyze the
psychology of affect by measuring and using parameters like attitude. For every
single emotion that has been triggered in us, it reacts with a host of other
emotions and factors too create a complex impact that may be difficult to
predict.
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