The role of achievement emotions in primary school mathematics: Control-value antecedents and achievement outcomes

doi:10.1111/bjep.12367

. 2021 Mar;91(1):347-367.

doi: 10.1111/bjep.12367. Epub 2020 Jul 14.

The role of achievement emotions in primary school mathematics: Control-value antecedents and achievement outcomes

David W Putwain¹, Eva A Schmitz², Peter Wood¹, Reinhard Pekrun^{3

4

5}

Affiliations

¹ School of Education, Liverpool John Moores University, UK.
² Department of Developmental Psychology, University of Amsterdam, The Netherlands.
³ Department of Psychology, University of Essex, UK.
⁴ Institute for Positive Psychology and Education, Australian Catholic University, Sydney, New South Wales, Australia.
⁵ Department of Psychology, University of Munich, Germany.

PMID: 32662521
DOI: 10.1111/bjep.12367

The role of achievement emotions in primary school mathematics: Control-value antecedents and achievement outcomes

David W Putwain et al. Br J Educ Psychol. 2021 Mar.

. 2021 Mar;91(1):347-367.

doi: 10.1111/bjep.12367. Epub 2020 Jul 14.

Authors

David W Putwain¹, Eva A Schmitz², Peter Wood¹, Reinhard Pekrun^{3

4

5}

Affiliations

¹ School of Education, Liverpool John Moores University, UK.
² Department of Developmental Psychology, University of Amsterdam, The Netherlands.
³ Department of Psychology, University of Essex, UK.
⁴ Institute for Positive Psychology and Education, Australian Catholic University, Sydney, New South Wales, Australia.
⁵ Department of Psychology, University of Munich, Germany.

PMID: 32662521
DOI: 10.1111/bjep.12367

Abstract

Background: Appraisals of control and value are proposed as proximal antecedents of achievement emotions, which, in turn, predict achievement. Relatively few studies have investigated how control and value may interact to determine achievement emotions, or subsequent achievement mediated by emotions.

Aim: To examine whether control, value, and their interaction predicted mathematics test score directly, and indirectly, mediated by three salient achievement emotions: enjoyment, boredom, and anxiety.

Method: Data were collected from 1,298 primary schoolchildren. Participants completed self-report measures of control, value (i.e., intrinsic, attainment, and utility), and achievement emotions (i.e., enjoyment, boredom, and anxiety), in the context of mathematics. Participants then undertook a curriculum-based mathematics test in class.

Results: Higher control and value were related to a higher mathematics test score directly, and indirectly, mediated via higher enjoyment and lower anxiety. The interaction of control and intrinsic value predicted mathematics test score directly, and indirectly, mediated via enjoyment.

Conclusion: Intrinsic value amplified the direct positive relation between control and mathematics test score. Intrinsic value also protected mathematics test scores at lower levels of control indirectly, through higher enjoyment. Helping students to maximize control and value will be beneficial for their learning experience and outcomes.

Keywords: achievement; anxiety; boredom; control; enjoyment; value theory.

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References

1. Bieg, M., Goetz, T., & Hubbard, K. (2013). Can I master it and does it matter? An intraindividual analysis on control-value antecedents of trait and state academic emotions. Learning and Individual Differences, 28, 102-108. https://doi.org/10.1016/j.lindif.2013.09.006
1. Brandenberger, C. C., Hagenauer, G., & Hascher, T. (2018). Promoting students' self-determined motivation in maths: Results of a 1-year classroom intervention. European Journal of Psychology of Education, 33, 295-317. https://doi.org/10.1007/s10212-017-0336-y
1. Department for Education. (2019a). National curriculum assessments at Key Stage 2 in England, 2019. London, UK: HMSO.
1. Department for Education. (2019b). Schools, pupils, and their characteristics: January 2019. London, UK: HMSO.
1. Durik, A. M., & Harackiewicz, J. M. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99, 597-610. https://doi.org/10.1037/0022-0663.99.3.597

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[1] Bieg, M., Goetz, T., & Hubbard, K. (2013). Can I master it and does it matter? An intraindividual analysis on control-value antecedents of trait and state academic emotions. Learning and Individual Differences, 28, 102-108. https://doi.org/10.1016/j.lindif.2013.09.006

[2] Bieg, M., Goetz, T., & Hubbard, K. (2013). Can I master it and does it matter? An intraindividual analysis on control-value antecedents of trait and state academic emotions. Learning and Individual Differences, 28, 102-108. https://doi.org/10.1016/j.lindif.2013.09.006

[3] Brandenberger, C. C., Hagenauer, G., & Hascher, T. (2018). Promoting students' self-determined motivation in maths: Results of a 1-year classroom intervention. European Journal of Psychology of Education, 33, 295-317. https://doi.org/10.1007/s10212-017-0336-y

[4] Brandenberger, C. C., Hagenauer, G., & Hascher, T. (2018). Promoting students' self-determined motivation in maths: Results of a 1-year classroom intervention. European Journal of Psychology of Education, 33, 295-317. https://doi.org/10.1007/s10212-017-0336-y

[5] Department for Education. (2019a). National curriculum assessments at Key Stage 2 in England, 2019. London, UK: HMSO.

[6] Department for Education. (2019a). National curriculum assessments at Key Stage 2 in England, 2019. London, UK: HMSO.

[7] Department for Education. (2019b). Schools, pupils, and their characteristics: January 2019. London, UK: HMSO.

[8] Department for Education. (2019b). Schools, pupils, and their characteristics: January 2019. London, UK: HMSO.

[9] Durik, A. M., & Harackiewicz, J. M. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99, 597-610. https://doi.org/10.1037/0022-0663.99.3.597

[10] Durik, A. M., & Harackiewicz, J. M. (2007). Different strokes for different folks: How individual interest moderates the effects of situational factors on task interest. Journal of Educational Psychology, 99, 597-610. https://doi.org/10.1037/0022-0663.99.3.597

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The role of achievement emotions in primary school mathematics: Control-value antecedents and achievement outcomes

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The role of achievement emotions in primary school mathematics: Control-value antecedents and achievement outcomes

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