Emotional profiles regarding maths among primary school children – A two-year longitudinal study
Bibliographic Data
| ID | 21490741 |
|---|---|
| Authors | Lourdes Mata (0000-0001-8645-246X, ISPA - Instituto Universitário, corresponding author), Vera Cristina Monteiro (0000-0002-4250-7040, ISPA - Instituto Universitário), Francisco Peixoto (0000-0001-7193-2284, ISPA - Instituto Universitário), Natalie Nóbrega Santos (0000-0002-4973-9311, ISPA - Instituto Universitário), Cristina Sanches (0000-0003-2102-6552, ISPA - Instituto Universitário), Marta Gomes (0000-0002-7014-4865, ISPA - Instituto Universitário) |
| Year | 2022 |
| Volume | 37 |
| Issue | 2 |
| Pages | 391-415 |
| Publication date | 2022-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0256-2928 • E-ISSN: 1878-5174 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10212-020-00527-9 |
| OpenAlex | W3137484246 |
| Language | EN |
| Citations received | 6 |
| References cited | 54 |
Learning maths is challenging for many primary school students, and teachers must understand students’ learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N = 71) were studied with the primary objective of examining the longitudinal trajectories of achievement emotions of third graders over two years. The Portuguese Achievement Emotions Questionnaire for Elementary Students was administered biannually to assess enjoyment, anxiety, and boredom regarding maths. The results indicate that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate. The positive profile showed the highest scores in maths achievement. Profile membership was moderately stable and became increasingly stable and structured. In examining the complexity of students’ emotional profiles and processes, the importance of understanding them to enhance educational support, development, and learning was highlighted
Anxiety · Boredom · Developmental psychology · Educational psychology · Longitudinal study · Mathematics education · Portuguese · Education, Achievement, and Giftedness · Mathematics · Motivation and Self-Concept in Sports · Psychology · School Choice and Performance · Social Psychology
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Motivational shifts experienced by Year 2 students when learning mathematics through sequences of challenging tasks
Scared, Bored or Happy? Latent Profile Analyses of Primary School Students’ Academic Emotions about Math
Developmental patterns of achievement emotions and math performance in primary school – differences in school burnout
Emotional Control in Education
Unveiling the relationship between boredom and academic achievement
Multivariate data analysis
International Handbook of Emotions in Education
Pisa 2012 Technical Report
Adaptive Motivation and Emotion in Education
A longitudinal analysis of achievement goals
Variable-Centered, Person-Centered, and Person-Specific Approaches
Emotions, self-regulated learning, and achievement in mathematics
The trajectories of student emotional engagement and school burnout with academic and psychological development
Between- and within-domain relations of students' academic emotions.
Reflections on Investigating Emotion in Educational Activity Settings
Autonomy, competence, and relatedness in the classroom
Measuring emotions in students’ learning and performance
Perceived learning environment and students' emotional experiences
Boredom in achievement settings
Motivational profiles from a self-determination perspective
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The Control-Value Theory of Achievement Emotions
Achievement Emotions and Academic Performance
Measuring students' emotions in the early years
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Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results
The Control-Value Theory of Achievement Emotions
Expectancy–Value Theory of Achievement Motivation
Regulating Debilitating Emotions in the Context of Performance
Multiple emotions
Mathematics
Motivação para a leitura ao longo da escolaridade
Psychometric properties of the Portuguese version of the Achievement Emotions Questionnaire for Elementary School
Emoções face à matemática e progressão na escolaridade – Estudo longitudinal com alunos do 5o e 7o anos de escolaridade
The "What" and "Why" of Goal Pursuits
Academic emotions from a social-cognitive perspective
Enjoying mathematics or feeling competent in mathematics? Reciprocal effects on mathematics achievement and perceived math effort expenditure
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
| Citations per year | 3 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |