Adolescents’ Academic Emotions and Academic Achievement Across the Transition to Lower Secondary School : The Role of Learning Difficulties
Sainio, P., Eklund, K., Hirvonen, R., Ahonen, T., & Kiuru, N. (2021). Adolescents’ Academic Emotions and Academic Achievement Across the Transition to Lower Secondary School : The Role of Learning Difficulties. Scandinavian Journal of Educational Research, 65(3), 385-403. https://doi.org/10.1080/00313831.2019.1705900
Published inScandinavian Journal of Educational Research
© 2021 Taylor & Francis
This study examined the role of learning difficulties in academic emotions and achievement across the transition to lower secondary school among 848 Finnish adolescents. Reading difficulties (RD) and math difficulties (MD) were identified based on test scores in Grade 6 and 7. Students with difficulties were identified as having resolving, emerging, or persistent RD/MD. Students rated their academic emotions and information on students’ academic achievement was acquired from school registers. The results showed that a decline in academic emotions and achievement was typical among all students across the transition. Resolving, emerging, or persistent types of RD/MD were also meaningfully reflected in the development of academic emotions across the transition. Generally, the results showed that RD/MD students had a higher proclivity to experience more negative academic emotions than their peers, and they lagged behind their peers in achievement across the transition.
PublisherRoutledge, Taylor & Francis Group
Publication in research information system
MetadataShow full item record
Related funder(s)Academy of Finland
Funding program(s)Postdoctoral Researcher, AoF; Academy Project, AoF
Additional information about fundingThe study was funded by grants from the Academy of Finland (#266851; #294970).
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