Gender and circadian preferences influence emotions and motivation in secondary mathematics classrooms

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dc.authoridRandler, Christoph/0000-0002-7357-2793en_US
dc.authoridDemir-Kaymak, Zeliha/0000-0002-9317-9198en_US
dc.authoridWilde, Matthias/0000-0002-1630-3263en_US
dc.authorscopusid6603556442en_US
dc.authorscopusid23986734500en_US
dc.authorscopusid57210800737en_US
dc.authorscopusid55792552800en_US
dc.authorscopusid36972036200en_US
dc.authorwosidDuman, Ibrahim/KSM-1487-2024en_US
dc.authorwosidRandler, Christoph/E-5691-2016en_US
dc.authorwosidDemir-Kaymak, Zeliha/HCH-6252-2022en_US
dc.contributor.authorRandler, Christoph
dc.contributor.authorWilde, Matthias
dc.contributor.authorDuman, Ibrahim
dc.contributor.authorKaymak, Zeliha Demir
dc.contributor.authorHorzum, Mehmet Baris
dc.date.accessioned2024-08-23T16:04:28Z
dc.date.available2024-08-23T16:04:28Z
dc.date.issued2024en_US
dc.departmentDüzce Üniversitesien_US
dc.description.abstractMany studies have reported poor school achievement in evening persons and general circadian fluctuations in cognition. The aim of this study was to analyze circadian fluctuations in a cross-sectional design and examine the effects of chronotype on situational emotions and intrinsic motivation. A cross-sectional survey study was conducted in three Turkish secondary schools with a total sample of 599 students (283 females and 316 males). Data were collected at the end of specific math lessons of the same grade level and content, using a form combining three scales. We found no gender-related differences in intrinsic motivation, while there were some differences in situational motivation. In math classes, female students exhibited higher level of interest, while boys scored higher on boredom. In addition, students who scored high on morning affect reported higher levels of interest, well-being, and less boredom. Students with higher stability (and lower fluctuations in mood and cognition during the day) reported a higher degree of enjoyment, perceived competence, perceived choice, and less pressure/tension in their math lessons. A positive association was observed between distinctness, interest, and well-being, while negative correlations existed between distinctness and boredom. This suggests that students with higher diurnal stability reported a higher level of interest, well-being, and a lower level of boredom. Additionally, the results of the analyses showed that morningness, distinctness, and eveningness were significant predictors of intrinsic motivation. Conversely, gender, time of application, morningness, and distinctness emerged as predictors for situational emotions in mathematics classes.en_US
dc.identifier.doi10.1080/07420528.2024.2366504
dc.identifier.endpage1045en_US
dc.identifier.issn0742-0528
dc.identifier.issn1525-6073
dc.identifier.issue7en_US
dc.identifier.pmid39109922en_US
dc.identifier.scopus2-s2.0-85196362349en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage1034en_US
dc.identifier.urihttps://doi.org/10.1080/07420528.2024.2366504
dc.identifier.urihttps://hdl.handle.net/20.500.12684/14215
dc.identifier.volume41en_US
dc.identifier.wosWOS:001251488000001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.indekslendigikaynakPubMeden_US
dc.language.isoenen_US
dc.publisherTaylor & Francis Incen_US
dc.relation.ispartofChronobiology Internationalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectCircadian preferenceen_US
dc.subjectgenderen_US
dc.subjectsituational emotionsen_US
dc.subjectintrinsic motivationen_US
dc.subjectmathematicsen_US
dc.subjectMorningness-Eveningnessen_US
dc.subjectAcademic-Achievementen_US
dc.subjectIndividual-Differencesen_US
dc.subjectNegative Affecten_US
dc.subjectStudentsen_US
dc.subjectSchoolen_US
dc.subjectChronotypeen_US
dc.subjectPersonalityen_US
dc.subjectValidationen_US
dc.subjectSleepen_US
dc.titleGender and circadian preferences influence emotions and motivation in secondary mathematics classroomsen_US
dc.typeArticleen_US

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