Formulate the structural model of Math Enthusiasm based on causal Math affective memories, Mediating Role of Math Ability/expectancy beliefs and Task value

The present study aimed to investigate the structural relationship between mathematical affective memories and mathematical passion with the mediating role of ability-expectation beliefs and task value. Based on this, a model was designed in which mathematical emotional memory was considered as an extroverted variable, beliefs of ability-expectation of mathematics and value of mathematical task as mediating variables, and mathematical enthusiasm as a consequence. To test the model of ۵۰۰ female students of the ۱۱th grade of experimental and mathematical courses in Tehran, they were selected by multi-stage cluster random sampling. They all completed math affective memories questionnaires, expectation-value, math cost, and math enthusiasm. The internal relationships of the variables were tested with the structural equation model and with the AMOS software. Based on the results, negative memory had a direct effect on math ability-expectation beliefs, and negative memory and direct memory had a direct positive effect on math ability-expectation beliefs. Negative memory, both directly and indirectly, mediated by math-ability-expectation beliefs, influenced the value of math assignment. Positive memory also had a direct and indirect effect on the value of the math task, mediated by mathematical ability-expectation beliefs. Mathematical ability-expectation beliefs also directly affected the value of math assignment. Negative memory, both directly and indirectly, affects mathematical enthusiasm. Positive memory also directly or indirectly affected mathematical enthusiasm. The direct effect of mathematical ability-expectation beliefs on mathematical enthusiasm was not significant, but its indirect effect was significant. The path to the direct effect of the value of the mathematical task on mathematical enthusiasm was also significant. Mathematical enthusiasm interventions should focus on its prerequisites, including emotional memory and task value. Changing Beliefs of Expectation - Value can only be achieved through a change in the value of homework. The practical implications of the findings were discussed.

Keywords:

Math affective memories , Math Enthusiasm , Ability/expectancy beliefs , Task value