Show simple item record

dc.contributor.authorClem, Anna-Leena
dc.contributor.authorRudasill, Kathleen M.
dc.contributor.authorHirvonen, Riikka
dc.contributor.authorAunola, Kaisa
dc.contributor.authorKiuru, Noona
dc.date.accessioned2020-03-19T06:28:54Z
dc.date.available2020-03-19T06:28:54Z
dc.date.issued2021
dc.identifier.citationClem, A.-L., Rudasill, K. M., Hirvonen, R., Aunola, K., & Kiuru, N. (2021). The roles of teacher-student relationship quality and self-concept of ability in adolescents’ achievement emotions : temperament as a moderator. <i>European Journal of Psychology of Education</i>, <i>36</i>(2), 263-286. <a href="https://doi.org/10.1007/s10212-020-00473-6" target="_blank">https://doi.org/10.1007/s10212-020-00473-6</a>
dc.identifier.otherCONVID_35061223
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/68238
dc.description.abstractThis study examined to what extent teacher–student conflict and closeness, on the one hand, and students’ self-concepts of ability in literacy and mathematics, on the other, are related to students’ achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents (N = 854). We also investigated the extent to which these associations are moderated by student temperament (surgency/extraversion, negative affectivity and effortful control). The results showed, after accounting for relevant covariates, that in both school subjects, teacher–student conflict was negatively related to enjoyment and positively to anxiety and boredom, whereas teacher–student closeness was positively related to enjoyment and negatively to boredom. Self-concepts of ability in both school subjects were positively related to enjoyment and negatively to anxiety, whereas the self-concept of ability was only negatively related to boredom in mathematics. Student temperament also moderated some of the associations in the literacy domain. Lower levels of conflict in the teacher–student relationship were related to higher levels of enjoyment in literacy, particularly among students who had lower levels of surgency/extraversion. Also, a closer relationship with the teacher or a lower self-concept of ability in literacy was related to higher levels of anxiety, particularly among students who had low effortful control. In the mathematics domain, the associations between the self-concept of ability and achievement emotions were somewhat stronger than in literacy, and the domain-specific associations were not dependent on student temperament.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherSpringer
dc.relation.ispartofseriesEuropean Journal of Psychology of Education
dc.rightsCC BY 4.0
dc.subject.otheradolescence
dc.subject.otherachievement emotions
dc.subject.otherself-concept of ability
dc.subject.otherteacher–student relationship
dc.subject.othertemperament
dc.titleThe roles of teacher-student relationship quality and self-concept of ability in adolescents’ achievement emotions : temperament as a moderator
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202003192463
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange263-286
dc.relation.issn0256-2928
dc.relation.numberinseries2
dc.relation.volume36
dc.type.versionpublishedVersion
dc.rights.copyright© The Authors 2020
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber294970
dc.relation.grantnumber266851
dc.subject.ysotunteet
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysotemperamentti
dc.subject.ysovarhaisnuoret
dc.subject.ysokoulusaavutukset
dc.subject.ysominäkuva
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p3485
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p7077
jyx.subject.urihttp://www.yso.fi/onto/yso/p13493
jyx.subject.urihttp://www.yso.fi/onto/yso/p8584
jyx.subject.urihttp://www.yso.fi/onto/yso/p267
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.1007/s10212-020-00473-6
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundinginformationThe study was funded by grants from the Academy of Finland (#266851, 294970).
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