Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy

Autor/inn/en	Putwain, David W.; Wood, Peter; Pekrun, Reinhard
Titel	Achievement Emotions and Academic Achievement: Reciprocal Relations and the Moderating Influence of Academic Buoyancy
Quelle	In: Journal of Educational Psychology, 114 (2022) 1, S.108-126 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Putwain, David W.) ORCID (Wood, Peter) ORCID (Pekrun, Reinhard)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000637
Schlagwörter	Academic Achievement; Psychological Patterns; Emotional Response; Mathematics Tests; Elementary School Students; Predictor Variables; Academic Persistence; Structural Equation Models + Suchen Sie Ihr Suchwort? Schulleistung; Emotionales Verhalten; Prädiktor
Abstract	Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by negative achievement emotions. At present, however, there is little empirical evidence for these hypothesized relations. In this study we examined reciprocal relations between three achievement emotions (enjoyment, boredom, and anxiety) and test performance in the context of mathematics, and whether academic buoyancy moderated relations between these emotions and test performance. Data were collected from 1,242 primary school students (mean age = 9.3 years) over 4 waves within 1 school year. Achievement emotions (T[subscript 1] and T[subscript 3]) and test performance (T[subscript 2] and T[subscript 4]) were measured alternately. Academic buoyancy was measured at T[subscript 3]. A structural equation model showed negative relations of anxiety to subsequent test performance and negative relations of test performance to subsequent anxiety. Test performance also predicted enjoyment and boredom, but not vice versa. A latent-interaction structural equation model showed buoyancy moderated relations between anxiety and test performance. Test performance was highest when anxiety was low and buoyancy high. Practitioners should consider using interventions to reduce anxiety and downstream effects on achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01