The relationship between cognition and affect on online mathematics and their interaction over time

Eva Rovira, Teresa Sancho


This paper presents a case study in order to explore the relationship between cognitive and affective factors in online mathematics learning. The study was carried out on a basic mathematics course which forms part of the engineering studies at the Open University of Catalonia (UOC), and focused not only in the relationship between these factors but also on their mode of interaction over one semester. The study looks at the relations between self-beliefs (specifically, self-confidence to do and learn mathematics), self-regulation processes (specifically, persistence in doing and learning mathematics), and performance (specifically, academic results).


Online mathematics, learning processes, cognition and affect, self-beliefs, behavioural engagement, self-regulation, persistence

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