Developmental trajectories of achievement emotions in mathematics during adolescence

Michiko Sakaki; Kou Murayama; Anne C Frenzel; Thomas Goetz; Herbert W Marsh; Stephanie Lichtenfeld; Reinhard Pekrun

doi:10.1111/cdev.13996

Developmental trajectories of achievement emotions in mathematics during adolescence

Child Dev. 2024 Jan-Feb;95(1):276-295. doi: 10.1111/cdev.13996. Epub 2023 Sep 12.

Authors

Michiko Sakaki^{1

2

3}, Kou Murayama^{1

2

3}, Anne C Frenzel⁴, Thomas Goetz⁵, Herbert W Marsh^{6

7}, Stephanie Lichtenfeld⁸, Reinhard Pekrun^{4

6

9}

Affiliations

¹ Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.
² School of Psychology and Clinical Language Sciences, University of Reading, Reading, UK.
³ Research Institute, Kochi University of Technology, Kochi, Japan.
⁴ Department of Psychology, Ludwig-Maximilians-Universität München, Munich, Germany.
⁵ Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Vienna, Austria.
⁶ Institute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia.
⁷ Department of Education, University of Oxford, Oxford, UK.
⁸ Faculty of Education, University of Hamburg, Hamburg, Germany.
⁹ Department of Psychology, University of Essex, Colchester, UK.

PMID: 37700544
DOI: 10.1111/cdev.13996

Abstract

This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5-9; N = 3425 German adolescents; M_age = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and pride decreased over time (Glass's Δs = -.86, -.71). In contrast, negative emotions exhibited more complex patterns: Anger, boredom, and hopelessness increased (Δs = .52, .79, .26), shame decreased (Δ = -.12), and anxiety remained stable (Δ = .00). These change trajectories of emotions were associated with change trajectories of perceived control, intrinsic value, achievement value, and achievement in mathematics. Implications and future directions are discussed.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Achievement*
Adolescent
Anxiety
Emotions*
Female
Humans
Male
Mathematics
Pleasure

Abstract

Publication types

MeSH terms

Grants and funding