Role of beliefs and emotions in numerical problem solving in university physics education
written by
Madelen Bodin and Mikael Winberg
Numerical problem solving in classical mechanics in university physics education offers a learning situation where students have many possibilities of control and creativity. In this study, expertlike beliefs about physics and learning physics together with prior knowledge were the most important predictors of the quality of performance of a task with many degrees of freedom. Feelings corresponding to control and concentration, i.e., emotions that are expected to trigger students' intrinsic motivation, were also important in predicting performance. Unexpectedly, intrinsic motivation, as indicated by enjoyment and interest, together with students' personal interest and utility value beliefs did not predict performance. This indicates that although a certain degree of enjoyment is probably necessary, motivated behavior is rather regulated by integration and identification of expertlike beliefs about learning and are more strongly associated with concentration and control during learning and, ultimately, with high performance. The results suggest that the development of students' epistemological beliefs is important for students' ability to learn from realistic problem-solving situations with many degrees of freedom in physics education.
Physical Review Special Topics - Physics Education Research: Volume 8, Issue 1, Pages 010108
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<a href="https://www.compadre.org/portal/items/detail.cfm?ID=11919">Bodin, Madelen, and Mikael Winberg. "Role of beliefs and emotions in numerical problem solving in university physics education." Phys. Rev. ST Phys. Educ. Res. 8, no. 1, (February 29, 2012): 010108.</a>
AIP Format
M. Bodin and M. Winberg, , Phys. Rev. ST Phys. Educ. Res. 8 (1), 010108 (2012), WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11919&DocID=2854).
AJP/PRST-PER
M. Bodin and M. Winberg, Role of beliefs and emotions in numerical problem solving in university physics education, Phys. Rev. ST Phys. Educ. Res. 8 (1), 010108 (2012), <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11919&DocID=2854>.
APA Format
Bodin, M., & Winberg, M. (2012, February 29). Role of beliefs and emotions in numerical problem solving in university physics education. Phys. Rev. ST Phys. Educ. Res., 8(1), 010108. Retrieved January 18, 2025, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11919&DocID=2854
Chicago Format
Bodin, Madelen, and Mikael Winberg. "Role of beliefs and emotions in numerical problem solving in university physics education." Phys. Rev. ST Phys. Educ. Res. 8, no. 1, (February 29, 2012): 010108, https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11919&DocID=2854 (accessed 18 January 2025).
MLA Format
Bodin, Madelen, and Mikael Winberg. "Role of beliefs and emotions in numerical problem solving in university physics education." Phys. Rev. ST Phys. Educ. Res. 8.1 (2012): 010108. 18 Jan. 2025 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11919&DocID=2854>.
BibTeX Export Format
@article{
Author = "Madelen Bodin and Mikael Winberg",
Title = {Role of beliefs and emotions in numerical problem solving in university physics education},
Journal = {Phys. Rev. ST Phys. Educ. Res.},
Volume = {8},
Number = {1},
Pages = {010108},
Month = {February},
Year = {2012}
}
Refer Export Format
%A Madelen Bodin %A Mikael Winberg %T Role of beliefs and emotions in numerical problem solving in university physics education %J Phys. Rev. ST Phys. Educ. Res. %V 8 %N 1 %D February 29, 2012 %P 010108 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11919&DocID=2854 %O application/pdf
EndNote Export Format
%0 Journal Article %A Bodin, Madelen %A Winberg, Mikael %D February 29, 2012 %T Role of beliefs and emotions in numerical problem solving in university physics education %J Phys. Rev. ST Phys. Educ. Res. %V 8 %N 1 %P 010108 %8 February 29, 2012 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=11919&DocID=2854 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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