Profiles of control, value and achievement emotions in primary school mathematics lessons.

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, M_age = 9.34 years, SD = .48) from 23 primary schools in England.

Methods

Data were collected longitudinally over one academic year. Students com

SUBMITTER: Symes W 

PROVIDER: S-EPMC12319179 | biostudies-literature | 2025 Sep

REPOSITORIES: biostudies-literature