A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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-tekijät tai -toimittajat

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

Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Sainio, Petra; Eklund, Kenneth; Hirvonen, Riikka; Ahonen, Timo; Kiuru, Noona

Lehti tai sarja: Scandinavian Journal of Educational Research

ISSN: 0031-3831

eISSN: 1470-1170

Julkaisuvuosi: 2021

Volyymi: 65

Lehden numero: 3

Artikkelin sivunumerot: 385-403

Kustantaja: Routledge, Taylor & Francis Group

Julkaisumaa: Britannia

Julkaisun kieli: englanti

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

Julkaisun avoin saatavuus: Ei avoin

Julkaisukanavan avoin saatavuus:

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/78523

Tiivistelmä

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.

YSO-asiasanat: oppimisvaikeudet; alakoululaiset; yläkoululaiset; siirtymävaiheet; tunteet

Vapaat asiasanat: learning difficulties; academic emotions; academic achievement; school transition

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