Negative emotions in the mathematics classroom : shame and humiliation amongst high school students

Abstract

Emotions play a significant role in learning mathematics, but some school situations may lead students to experience negative emotions. The objectives of this study were to analyse the emotional experience of embarrassment and humiliation in high school students in mathematics classes, define the role of sex and academic grade in the experience of such emotions, and determine the classroom situations related to these emotions. A cross-sectional survey study examined 479 Colombian high school students aged between 12 and 15 years old. The emotions and associated classroom situations were evaluated through self-report questionnaires. Higher levels of shame and humiliation were found among girls in the eighth grade. Shame was associated with peer teasing, and humiliation with peer exclusion and repressive teacher behaviours. Clearly, the emotions of humiliation and shame may be present in mathematics classes in high schools, calling for a review of the role of educators and the management of emotional health in the classroom in the teaching of mathematics.