Show simple item record

dc.contributor.authorRawlings, Anna Maria
dc.contributor.authorNiemivirta, Markku
dc.contributor.authorKorhonen, Johan
dc.contributor.authorLindskog, Marcus
dc.contributor.authorTuominen, Heta
dc.contributor.authorMononen, Riikka
dc.date.accessioned2023-04-19T08:18:51Z
dc.date.available2023-04-19T08:18:51Z
dc.date.issued2023
dc.identifier.citationRawlings, A. M., Niemivirta, M., Korhonen, J., Lindskog, M., Tuominen, H., & Mononen, R. (2023). Achievement emotions and arithmetic fluency : Development and parallel processes during the early school years. <i>Learning and Instruction</i>, <i>86</i>, Article 101776. <a href="https://doi.org/10.1016/j.learninstruc.2023.101776" target="_blank">https://doi.org/10.1016/j.learninstruc.2023.101776</a>
dc.identifier.otherCONVID_182740323
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/86417
dc.description.abstractThis study investigated the developmental trajectories and interrelationships of mathematics-related achievement emotions and arithmetic fluency from first to third grade, and the effects of these on third grade mathematics performance. Participants were 232 Norwegian students. Students’ emotions and arithmetic fluency were measured four times and mathematics performance once. Applying latent growth curve modeling, developmental patterns of decreasing enjoyment and increasing boredom were observed over time. The mean level of enjoyment remained fairly high, and of both boredom and anxiety quite low. Individual differences were observed in both the initial levels and development of all emotions and arithmetic fluency, indicating differences in developmental trajectories. Only the initial levels and rate of change in arithmetic fluency predicted mathematics performance at the third grade.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofseriesLearning and Instruction
dc.rightsCC BY 4.0
dc.subject.otherachievement emotions
dc.subject.otherarithmetic
dc.subject.othermathematics
dc.subject.otherprimary school
dc.titleAchievement emotions and arithmetic fluency : Development and parallel processes during the early school years
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202304192537
dc.contributor.laitosKasvatustieteiden ja psykologian tiedekuntafi
dc.contributor.laitosFaculty of Education and Psychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.relation.issn0959-4752
dc.relation.volume86
dc.type.versionpublishedVersion
dc.rights.copyright© 2023 the Authors
dc.rights.accesslevelopenAccessfi
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysoaritmetiikka
dc.subject.ysoalakoululaiset
dc.subject.ysomatemaattiset taidot
dc.subject.ysosujuvuus
dc.subject.ysokoulusaavutukset
dc.subject.ysotunteet
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p3159
jyx.subject.urihttp://www.yso.fi/onto/yso/p38259
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
jyx.subject.urihttp://www.yso.fi/onto/yso/p21865
jyx.subject.urihttp://www.yso.fi/onto/yso/p8584
jyx.subject.urihttp://www.yso.fi/onto/yso/p3485
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1016/j.learninstruc.2023.101776
jyx.fundinginformationThis work was supported by the Research Council of Norway [Grant number: 283396], for the last author.
dc.type.okmA1


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record

CC BY 4.0
Except where otherwise noted, this item's license is described as CC BY 4.0