6533b85afe1ef96bd12b8d8b
RESEARCH PRODUCT
Reciprocal Relations between Adolescents’ Self-Concepts of Ability and Achievement Emotions in Mathematics and Literacy
Noona KiuruRiikka HirvonenKaisa AunolaAnna-leena Clemsubject
opintomenestysLongitudinal studymedia_common.quotation_subjectself-concept of abilitypitkittäistutkimusLiteracyEducationDevelopmental psychologynuorettunteetachievement emotionsDevelopmental and Educational Psychologymedicinematemaattiset taidot0501 psychology and cognitive sciencesmedia_commonAchievement emotions05 social scienceslongitudinal study050301 educationBoredomSchool subjectslukutaitoAnxietyadolescencemedicine.symptomPsychology0503 educationRandom interceptReciprocal050104 developmental & child psychologydescription
This longitudinal study examined cross-lagged relations of self-concepts of ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects (i.e., mathematics and literacy). Adolescents (N = 848) reported their achievement emotions and self-concepts of ability four times during Grades 6 and 7. The pattern of results was different for mathematics and literacy subjects. For mathematics the results of random intercept cross-lagged panel models showed a positive reciprocal relationship between self-concepts of ability and enjoyment and a negative reciprocal relationship between self-concept and anxiety. Lower self-concepts of ability in mathematics also predicted higher boredom in mathematics but not vice versa. For literacy, in turn, self-concept of ability did not predict any of the achievement emotions and emotions did not predict literacy self-concept of ability. The results suggest that achievement emotions act as sources as well as consequences of adolescents’ self-concepts of ability, particularly in mathematics. peerReviewed
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2021-04-01 |