A1 Journal article (refereed)
Adolescents’ Academic Emotions and Academic Achievement Across the Transition to Lower Secondary School : The Role of Learning Difficulties (2021)

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

JYU authors or editors

Sainio, Petra
Eklund, Kenneth
Hirvonen, Riikka
Ahonen, Timo
Kiuru, Noona

Publication details

All authors or editors: Sainio, Petra; Eklund, Kenneth; Hirvonen, Riikka; Ahonen, Timo; Kiuru, Noona

Journal or series: Scandinavian Journal of Educational Research

ISSN: 0031-3831

eISSN: 1470-1170

Publication year: 2021

Volume: 65

Issue number: 3

Pages range: 385-403

Publisher: Routledge, Taylor & Francis Group

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/00313831.2019.1705900

Publication open access: Not open

Publication channel open access:

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/78523

Abstract

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.

Keywords: learning difficulties; lower comprehensive school pupils; upper comprehensive school pupils; transitional phases; emotions

Free keywords: learning difficulties; academic emotions; academic achievement; school transition

Fields of science: