Isaac Owusu-Darko, Winnifred Ansah-Hughes, Robert Akpalu


The focus of every pedagogical development is to enhance a greater percentage of students’ engagement in mathematics education. Students interest in getting fully involved in mathematical lessons could be influenced by their emotional dispositions possess to appreciate their total commitment to lesson engagement in relation to their academic performance. The study used a cross-sectional quantitative survey design to study the influence of Emotional Dispositional Empathy on Mathematical Engagement (mathematical performance) among Atiwa Senior High School (SHS) students in Ghana, West Africa. Participants across SHS 1, 2 and 3 were selected from the three clustered SHS to take part in the study. The methodology used for the study was the descriptive research design purported to investigate the research questions along the magnitude of qualitative analyses using the Pearson independent chi-square test statistics. The study’s hypothetical test of students’ emotional empathy (SEE) is independent of students' mathematical engagement reflective of their Academic Performance (AP). Students’ emotional disposition is seen to have adverse significant effect of students’ Mathematical engagement. It is concluded however that, to some extent, students emotional empathy (SEE) can results in dislike in mathematics engagement which affect students’ performance of the subject. After careful analyses of the study variables, we recommend that students should not be stressed up in the school or in the house with emotional indicative variables that could trigger students’ emotions and affection in the classroom especially when students are preparing for mathematical lessons. Mathematics educators need to satisfy a paradigm aspect of students’ affective domain so as to bring their affection on board even if they are stressed up emotionally. The used of corporal punishment in the teaching of mathematics should be discourage so as to prevent panic and negative stimulus to elicit emotional distress.


Article visualizations:

Hit counter



emotions, dispositional empathy (DE), mathematical engagement, attitude, academic performance (AP), senior high school (SHS)


Brandon, R. N. (1990). Adaptation and environment. Princeton, N.J: Princeton University Press.

Brouwer, L. E. J., (1927) "On the domains of definition of functions". Brouwer's intuitionistic treatment of the continuum, with an extended commentary.

Brouwer, L. E. J., (1976). Collected Works, Vol. II, Amsterdam: North-Holland, 1976

Dalal F. A. (2008), A Study of Learning Mathematics Related to some Cognitive Factors and to Attitudes. Centre for Science Education, Faculty of Education. University of Glasgow.

Darling-Hammond L. (2000). Teacher quality and student achievement: A state review of policy evidence. Education Policy Analysis Archives.

Davis, J. H., & Maye, R. C. (1999).The effect of the performance appraisal system on trust for management: A field quasi-experiment. Journal of applied psychology, 1999 -

Davitz, J. R. (1969). The language of emotion. New York: Academic Press.

Decety J. & Lamm C., (2006) Human Empathy through the Lens of Social Neuroscience. The Scientific World journal. Volume 6 (2006), Pages 1146-1163.

Demetriou, A., & Kazi, S. (2001). Unity and Modulatory in the Mind and the Self. London: Routledge.

Demetriou, A., Zhang Xiang, K., Spanoudis, G., Christou C., Kyriakides, L., & Platsidou, M. (2005). The architecture, dynamics and development of mental processing: Greek, Chinese or Universal? Intelligence, 33, 109-141.

Finn A. S., Kraft A. M., West R. W., Leonard A. J., Bish E. C., Martin E. R., Sheridan A. M., , Christopher F. O. Gabrieli C. F. O. & Gabrieli D. E. J. (2014) Cognitive Skills, Student Achievement Tests, and Schools). In press, Psychological Science

Ghana Education Service, [GES]. (2006). The computer School Selection and Placement System (CSSPS), Date access: 4th February, 2010.

Griffiths, P. E. (1997). What emotions really are: The problem of psychological categories.

Griffiths, P. E. (2004). Is emotion a natural kind? In R. C. Solomon (Ed.), Thinking about feeling:

Keltner, D., Haidt, J., & Shiota, M. N. (2006). Social functionalism and the evolution of emotions. In M. Schaller, J. A. Simpson, D. T. Kenrick (Eds.), Evolution and social psychology (pp. 115–142). New York: Psychology Press.

Nussbaum, M. (2004). Emotions as judgements of value and importance. In R. C. Solomon (Ed.), Thinking about feeling: Contemporary philosophers on emotions (pp. 183–199). New York: Oxford University Press.

Owusu-Darko I., Osei-Boadu Y. & Ansah-Hughes W., (2017). Cognitive Dispositional Empathy on Mathematical Engagement and Performance. European Journal of Education studies, ISSN-L: 2501-1111. Doi: 10.5281/zenodo.233021, Vol 3 issue 1, 2017. (pp. 335-342)

Owusu-Darko I., Adu K. I. & Nana-Kena F. (2014). Application of Generalized Estimating Equation (GEE) Model on Students’ Academic Performance. Applied Mathematical Sciences, Vol. 8, 2014, no.68, 3359-3374, HIKARI Ltd.,

Panaoura A. & Panaoura G., (2009). Cognitive and Metacognitive Performance on Mathematics. Department of Pre-Primary Education, Frederick Institute of Technology, Cyprus Department of Education, University of Cyprus, Cyprus.

Prinz, J. J. (2004a). Gut reactions: A perceptual theory of emotion. New York: Oxford University Press.

Prinz, J. J. (2004b). Embodied emotions. In R. C. Solomon (Ed.), Thinking about feeling: Contemporary philosophers on emotions (pp. 44–58). New York: Oxford University Press.

Redding P., (2011). Feeling, thought and orientation: William James and the idealist anti-cartesian tradition: parrhesia number 13-2011 -41-51

Richardson, R. C. (1996). The prospects for an evolutionary psychology: Human language and human reasoning. Minds and Machines, 6, 541–557.

Roseman, I. J. (2001). A model of appraisal in the emotion system: Integrating theory, research, and applications. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 68–91). New York: Oxford University Press.

Scherer, K. R. (1988). Criteria for emotion-antecedent appraisal: A review. In V. Hamilton, G. H. Bower, & N. H. Frijda (Eds.), Cognitive perspectives on emotion and motivation (pp. 89–126). Dordrecht, Netherlands: Klumer.

Scherer, K. R. (1993). Studying the emotion-antecedent appraisal process: An expert system approach. Cognition and Emotion, 7, 325–355.

Scherer, K. R. (2001). Appraisal considered as a process of multilevel sequential checking. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds.), Appraisal processes in emotion: Theory, methods, research (pp. 92–120). New York: Oxford University Press.

"Theories of Emotions" by Gregory Johnson, The Internet Encyclopedia of Philosophy, ISSN 2161-0002,, 16th February, 2017.



  • There are currently no refbacks.

Copyright © 2015 - 2023. European Journal of Alternative Education Studies (ISSN 2501-5915) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).