Reciprocal Relations between Adolescents’ Self-Concepts of Ability and Achievement Emotions in Mathematics and Literacy
Clem, A.-L., Hirvonen, R., Aunola, K., & Kiuru, N. (2021). Reciprocal Relations between Adolescents’ Self-Concepts of Ability and Achievement Emotions in Mathematics and Literacy. Contemporary Educational Psychology, 65, Article 101964. https://doi.org/10.1016/j.cedpsych.2021.101964
Published inContemporary Educational Psychology
© 2021 The Authors. Published by Elsevier Inc
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. ...
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Related funder(s)Academy of Finland
Funding program(s)Postdoctoral Researcher, AoF; Academy Project, AoF
Additional information about fundingThis investigation was conducted as part of an ongoing longitudinal Finnish study called the STAIRWAY Study (Ahonen & Kiuru, 2013). The study was funded by grants from the Academy of Finland (#266851, 294970).
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