Abstract:
Many students nowadays encounter a range of academic-related emotions and feelings in our classrooms (Kumar, 2010). Empirical evidence reveals that these emotions, in addition to cognitive and motivational dimensions, have a major impact in students' academic engagement and achievement (Pekrun, 2006). Emotional experiences can have an influence on people's functioning in both positive and unfavorable aspects. Thus, in this research investigation, the researcher explored the academic emotions and achievement of college students in a higher educational institution in the Philippines. When grouped according to achievement, the results indicated that students belonging to the high achieving group endorsed positive academic emotions higher than the students from the lower group. Students in the lower group, on the contrary, endorsed negative intellectual feelings more than their counterparts. Further investigation found that only enjoyment predicted students' mathematical achievement among positive emotions (enjoyment, hope, and pride). Furthermore, among the negative emotions, only worry predicted their achievement (anxiety, shame, and hopelessness). As a result of the synergy between academic emotions and accomplishment, it is vital for mathematics educators to understand students' emotions and determine the quality of support provided to them since they may impact their emotions, which will influence their mathematical achievement. Thus, math teachers must create a learning atmosphere that fosters good academic emotions while restricting negative emotions.
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