Developmental trajectories of achievement emotions in mathematics during adolescence-Reference-Cited by-同舟云学术

Developmental trajectories of achievement emotions in mathematics during adolescence

Published:2023-09-12 Issue:1 Volume:95 Page:276-295
ISSN:0009-3920
Container-title:Child Development
language:en
Short-container-title:Child Development

Author:

Sakaki Michiko¹²³^ORCID,Murayama Kou¹²³^ORCID,Frenzel Anne C.⁴^ORCID,Goetz Thomas⁵^ORCID,Marsh Herbert W.⁶⁷^ORCID,Lichtenfeld Stephanie⁸^ORCID,Pekrun Reinhard⁴⁶⁹^ORCID

Affiliation:

1. Hector Research Institute of Education Sciences and Psychology University of Tübingen Tübingen Germany

2. School of Psychology and Clinical Language Sciences University of Reading Reading UK

3. Research Institute Kochi University of Technology Kochi Japan

4. Department of Psychology Ludwig‐Maximilians‐Universität München Munich Germany

5. Department of Developmental and Educational Psychology, Faculty of Psychology University of Vienna Vienna Austria

6. Institute for Positive Psychology and Education Australian Catholic University North Sydney New South Wales Australia

7. Department of Education University of Oxford Oxford UK

8. Faculty of Education University of Hamburg Hamburg Germany

9. Department of Psychology University of Essex Colchester UK

Abstract

AbstractThis study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5–9; N = 3425 German adolescents; Mage = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and pride decreased over time (Glass's Δs = −.86, −.71). In contrast, negative emotions exhibited more complex patterns: Anger, boredom, and hopelessness increased (Δs = .52, .79, .26), shame decreased (Δ = −.12), and anxiety remained stable (Δ = .00). These change trajectories of emotions were associated with change trajectories of perceived control, intrinsic value, achievement value, and achievement in mathematics. Implications and future directions are discussed.

Funder

Deutsche Forschungsgemeinschaft

Jacobs Foundation

Japan Society for the Promotion of Science

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health

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