A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Reciprocal Relations between Adolescents’ Self-Concepts of Ability and Achievement Emotions in Mathematics and Literacy (2021)


Clem, A.-L., Hirvonen, R., Aunola, K., & Kiuru, N. (2021). Reciprocal Relations between Adolescents’ Self-Concepts of Ability and Achievement Emotions in Mathematics and Literacy. Contemporary Educational Psychology, 65, Article 101964. https://doi.org/10.1016/j.cedpsych.2021.101964


JYU-tekijät tai -toimittajat


Julkaisun tiedot

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

Lehti tai sarja: Contemporary Educational Psychology

ISSN: 0361-476X

eISSN: 1090-2384

Julkaisuvuosi: 2021

Volyymi: 65

Artikkelinumero: 101964

Kustantaja: Elsevier

Julkaisumaa: Yhdysvallat (USA)

Julkaisun kieli: englanti

DOI: https://doi.org/10.1016/j.cedpsych.2021.101964

Julkaisun avoin saatavuus: Avoimesti saatavilla

Julkaisukanavan avoin saatavuus: Osittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/74622


Tiivistelmä

This longitudinal study examined cross-lagged relations of self-concepts of ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects (i.e., mathematics and literacy). Adolescents (N = 848) reported their achievement emotions and self-concepts of ability four times during Grades 6 and 7. The pattern of results was different for mathematics and literacy subjects. For mathematics the results of random intercept cross-lagged panel models showed a positive reciprocal relationship between self-concepts of ability and enjoyment and a negative reciprocal relationship between self-concept and anxiety. Lower self-concepts of ability in mathematics also predicted higher boredom in mathematics but not vice versa. For literacy, in turn, self-concept of ability did not predict any of the achievement emotions and emotions did not predict literacy self-concept of ability. The results suggest that achievement emotions act as sources as well as consequences of adolescents’ self-concepts of ability, particularly in mathematics.


YSO-asiasanat: nuoret; opintomenestys; tunteet; matemaattiset taidot; lukutaito; pitkittäistutkimus

Vapaat asiasanat: adolescence; self-concept of ability; achievement emotions; longitudinal study


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Hankkeet, joissa julkaisu on tehty


OKM-raportointi: Kyllä

Raportointivuosi: 2021

Alustava JUFO-taso: 3


Viimeisin päivitys 2021-17-09 klo 16:49