A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
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-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajat: Clem, Anna-Leena; Rudasill, Kathleen M.; Hirvonen, Riikka; Aunola, Kaisa; Kiuru, Noona

Lehti tai sarja: European Journal of Psychology of Education

ISSN: 0256-2928

eISSN: 1878-5174

Julkaisuvuosi: 2021

Volyymi: 36

Lehden numero: 2

Artikkelin sivunumerot: 263-286

Kustantaja: Springer

Julkaisumaa: Alankomaat

Julkaisun kieli: englanti

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

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/68238


Tiivistelmä

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.


YSO-asiasanat: varhaisnuoret; koulusaavutukset; tunteet; minäkuva; opettaja-oppilassuhde; temperamentti

Vapaat asiasanat: adolescence; achievement emotions; self-concept of ability; teacher–student relationship; temperament


Liittyvät organisaatiot

JYU-yksiköt:


Hankkeet, joissa julkaisu on tehty


OKM-raportointi: Kyllä

Raportointivuosi: 2021

Alustava JUFO-taso: 1


Viimeisin päivitys 2021-20-09 klo 16:37