Symes, W, Lichtenfield, S, Wood, P and Putwain, DW (2025) Profiles of control, value and achievement emotions in primary school mathematics lessons. British Journal of Educational Psychology. pp. 1-15. ISSN 0007-0998

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Abstract

Background Achievement emotions are important for mathematical achievement. However, it is currently unclear how specific combinations of emotions—and their associated control and value appraisals—relate to mathematics performance, especially in younger students. Aims The aims of this study were to (i) identify heterogeneous profiles of control, value and achievement emotions (enjoyment, boredom and anxiety) experienced during primary-school mathematics lessons, and to explore how profile membership related to (ii) mathematics test scores and (iii) gender. Sample Our sample comprised 883 students (50% girls, Mage = 9.34 years, SD = .48) from 23 primary schools in England. Methods Data were collected longitudinally over one academic year. Students completed mathematics tests at T1 and T3, and self-reported their control, value and achievement emotions in mathematics lessons at T2. A latent profile analysis was conducted to identify profiles of appraisals and emotions. To validate the profiles, T3 mathematics test scores and gender were included as covariates of profile membership. Results Three profiles were identified: The Positive profile, Negative profile and Mixed profile. Students in the Positive profile had significantly higher mathematics test scores at T3 than students in the Mixed profile. Being a girl increased the likelihood of belonging to the Mixed or Negative profile relative to the Positive profile. Conclusions Primary school students' control and value appraisals and achievement emotions co-occur in line with the theoretical assumptions of CVT. Combinations of emotions should be considered when exploring the impact of emotions on student learning and achievement in mathematics.

Item Type:	Article
Additional Information:	This is the peer reviewed version of the following article: Symes, W., Lichtenfeld, S., Wood, P., & Putwain, D. W. (2025).Profiles of control, value and achievement emotions in primary school mathematics lessons.British Journal of Educational Psycholog y, 00, 1–15. https://doi.org/10.1111/bjep.12768, which has been published in final form at http://doi.org/10.1111/bjep.12768. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions. This article may not be enhanced, enriched or otherwise transformed into a derivative work, without express permission from Wiley or by statutory rights under applicable legislation. Copyright notices must not be removed, obscured or modified. The article must be linked to Wiley’s version of record on Wiley Online Library and any embedding, framing or otherwise making available the article or pages thereof by third parties from platforms, services and websites other than Wiley Online Library must be prohibited.
Uncontrolled Keywords:	1303 Specialist Studies in Education; 1701 Psychology; Education; 3904 Specialist studies in education; 5201 Applied and developmental 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
Related URLs:	https://bpspsychub.onlinelibrary.wiley.com/doi/10.1111/bjep.12768
SWORD Depositor:	A Symplectic
Date Deposited:	03 Apr 2025 09:06
Last Modified:	03 Apr 2025 09:15
DOI or ID number:	10.1111/bjep.12768
URI:	https://researchonline.ljmu.ac.uk/id/eprint/26004

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