A1 Journal article (refereed)
The roles of teacher-student relationship quality and self-concept of ability in adolescents’ achievement emotions : temperament as a moderator (2021)

Clem, 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. European Journal of Psychology of Education, 36(2), 263-286. https://doi.org/10.1007/s10212-020-00473-6

JYU authors or editors

Publication details

All authors or editors: Clem, Anna-Leena; Rudasill, Kathleen M.; Hirvonen, Riikka; Aunola, Kaisa; Kiuru, Noona

Journal or series: European Journal of Psychology of Education

ISSN: 0256-2928

eISSN: 1878-5174

Publication year: 2021

Volume: 36

Issue number: 2

Pages range: 263-286

Publisher: Springer

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1007/s10212-020-00473-6

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/68238

Abstract

This 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.

Keywords: preteen children; school achievements; emotions; self image; teacher-pupil relationship; temperament

Free keywords: adolescence; achievement emotions; self-concept of ability; teacher–student relationship; temperament

Contributing organizations

Related projects

Ministry reporting: Yes

Reporting Year: 2021

JUFO rating: 1