This empirical study describes and analyzes adolescents' affective and cognitive processes
involved in learning mathematics. Correlation-regression statistics reveal that positive
emotions positively correlated with learning strategy use whilst negative emotions negatively
correlated with learning strategy use in general math self-concept and achievement values
positively correlated with positive emotions and negatively correlated with negative emotions.
In addition math achievement was compromised in particular by negative environmental factors
and negative affect. Furthermore math self-concept was found to mediate the impact of
environmental factors on emotions. Since math self-concept could buffer negative learning
environment's impact on negative affect maintaining and enhancing students' math self-concept
is important in both school and home contexts.
