A1 Journal article (refereed)
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 authors or editors

Clem, Anna-Leena
Aunola, Kaisa
Kiuru, Noona

Publication details

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

Journal or series: Contemporary Educational Psychology

ISSN: 0361-476X

eISSN: 1090-2384

Publication year: 2021

Volume: 65

Article number: 101964

Publisher: Elsevier

Publication country: United States

Publication language: English

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

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/74622

Abstract

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.

Keywords: young people; study performance; emotions; mathematical skills; literacy; longitudinal research

Free keywords: adolescence; self-concept of ability; achievement emotions; longitudinal study

Fields of science: