Constructivist learning, control-value appraisals and achievement emotions in further education mathematics: a mixed methods study on the determinants of enjoyment and anxiety

Enjoyment and anxiety towards learning mathematics can significantly impact learning and achievement. Within the theoretical framework of the control-value theory (CVT) of achievement emotions, the current research explored the role of perceived cognitive constructivist principles in Further Education (FE) mathematics classrooms as antecedents of these emotions for adult students, among whom negative beliefs and emotions towards mathematics are prevalent. This mixed methods research comprised two sequential studies. First, a quantitative, questionnaire-based study with a correlational design identified the extent to which perceptions of constructivist learning, control-value appraisals, enjoyment and anxiety were related using a sample of adult students (N = 103) of mathematics in FE. Next, one-to-one interviews with seven students and six teachers in FE sought to explain the quantitative results and explore the underlying conditions that determine the effectiveness of constructivist learning practices in creating positive emotional expereinces in FE mathematics. Consolidation of findings across the two studies suggest that cognitive-constructivist informed practices such as active learning and contextualised tasks may elicit enjoyment and reduce anxiety towards mathematical content via shaping positive appraisals of control and value, whereas a social learning environment is conducive to creating overall positive learning experiences for these students. Implications for practice are discussed.