The role of learning difficulties in adolescents’ academic emotions and achievement across the transition from primary school to lower secondary school

Abstract

The aim of the present research was to investigate rarely examined relations between learning difficulties (LD), academic emotions, and school achievement during the critical educational transition from primary school to lower secondary school. In addition, the protective role of student–teacher relationships in emotions and achievement was examined. The research is a part of the first phase of the broader STAIRWAY longitudinal study, which follows 848 Finnish adolescents across the transition from primary school to lower secondary school. Reading (RD) and math (MD) difficulties were identified based on tested reading and math skills in grades 6 and 7. Study I examined associations between RD/MD and subject-specific academic emotions, and academic achievement during Grade 6. In Study II, the role of stability of learning difficulties (i.e. resolving, emerging, or persistent RD/MD) in the development of academic emotions and achievement across the transition was examined. Finally, Study III examined teacher closeness as a protective factor in academic emotions and achievement among adolescents with and without RD/MD after the transition to lower secondary school. The results showed, first, that positive academic emotions and achievement decreased, whereas negative academic emotions increased for students in general across the transition. Second, the results revealed that LD students were more vulnerable to experiencing less positive and more negative academic emotions than were their peers, which had detrimental consequences for their subsequent achievement. LD students also lagged behind their peers in achievement across the transition. Third, the results indicate that warm and close teacher relationships are equally beneficial for both LD and non-LD students during the first year in lower secondary school. The results suggest that LD students’ maladaptive academic emotions should be taken into account when planning educational support during the critical school transition. Identifying the different kinds of trajectories in LD across the transition is also essential to profit timely support for learning and related emotions. In addition, it is essential to pay attention to high-quality student–teacher relationships during the first year of lower secondary school as warm and supportive teacher relationships appear to promote positive academic emotions.