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Putwain, DW, Schmitz, E, Wood, P and Pekrun, R (2020) The Role of Achievement Emotions in Primary School Mathematics: Control-Value Antecedents and Achievement Outcomes. British Journal of Educational Psychology, 91 (1). pp. 347-367. ISSN 0007-0998
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The Role of Achievement Emotions in Primary School Mathematics Control-Value Antecedents and Achievement Outcomes.pdf - Accepted Version Download (867kB) | Preview |
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 that also include achievement.
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 school children. 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 maximise control and value will be beneficial for their learning experience and outcomes.
| Item Type: | Article |
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| Additional Information: | This is the peer reviewed version of the following article: Putwain, D.W., Schmitz, E.A., Wood, P. and Pekrun, R. (2020), The role of achievement emotions in primary school mathematics: Control–value antecedents and achievement outcomes. Br J Educ Psychol. which has been published in final form at https://doi.org/10.1111/bjep.12367. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.") |
| Uncontrolled Keywords: | 1303 Specialist Studies in Education, 1701 Psychology |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Education |
| Publisher: | Wiley |
| Date Deposited: | 02 Jul 2020 10:15 |
| Last Modified: | 04 Sep 2021 07:05 |
| DOI or ID number: | 10.1111/bjep.12367 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/13225 |
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