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“How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement

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Abstract

This study analyzes the relationships between cognitive appraisals, classroom and test emotions, and math achievement in a sample of 1219 Portuguese students from the 6th and 8th grades. Participants completed measures of perceived value, perceived competence, and seven math achievement emotions (boredom, hopelessness, anger, anxiety, enjoyment, pride, and relief) experienced in two different settings: classroom and tests. Math achievement was obtained from school records. Results showed significant associations between student competence and value appraisals, their emotional experiences in test and classroom situations, and their math achievement. However, when emotions were considered simultaneously in structural equation modeling, only anger in test situations and hopelessness were significant negative predictors of students’ math achievement. Hopelessness appears to play a particular role in the interplay between cognitive appraisals, emotions, and academic achievement as it is the only emotion that relates to math achievement both in test and classroom situations. Furthermore, findings also support the existence of differences in the relationships between cognitive appraisals and the achievement emotions students experience in these two settings.

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Notes

  1. Mean regression coefficient (absolute value)

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Authors and Affiliations

  1. CIE—ISPA; ISPA—Instituto Universitário, R. Jardim do Tabaco, 34, 1149-041, Lisboa, Portugal

    Francisco Peixoto, Cristina Sanches, Lourdes Mata & Vera Monteiro

Authors
  1. Francisco Peixoto
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  2. Cristina Sanches
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  3. Lourdes Mata
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  4. Vera Monteiro
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Corresponding author

Correspondence to Francisco Peixoto.

Additional information

Francisco Peixoto. CIE—ISPA; ISPA—Instituto Universitário, R. Jardim do Tabaco, 34, 1149–041 Lisboa, Portugal. E-mail: fpeixoto@ispa.pt

Current themes of research:

Affective components in learning processes, namely motivation and emotions. Self-concept and self-esteem development during adolescence and its relations with the school context. Relational dynamics (family and peers) and their relationships with academic adjustment. Teacher’s identity, motivation, and resilience.

Most relevant publications in the field of Psychology of Education:

Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R. (2015). The Achievement Emotions Questionnaire: Validation for pre-adolescent students. European Journal of Developmental Psychology, 12, 472–481. doi:10.1080/17405629.2015.1040757

Peixoto, F., & Almeida, L. S. (2011). A organização do autoconceito: Análise da estrutura hierárquica em adolescentes [Self-concept organization: Analysis of hierarchical structure in adolescents]. Psicologia: Reflexão e Crítica, 24(3), 533–541.

Peixoto, F. (2011). “Is it beneficial to stress grades to my child?” – Relationships between parental attitudes towards academic achievement, motivation, academic self-concept and academic achievement in adolescents. International Journal About Parents in Education, 5(2), 98–109.

Peixoto, F., & Almeida, L. S. (2010). Self-concept, self-esteem and academic achievement: Strategies for maintaining self-esteem in students experiencing academic failure. European Journal of Psychology of Education, 25(2), 157–175.

Alves-Martins, M., Peixoto, F., Gouveia-Pereira, M., Amaral, V., & Pedro, I. (2002). Self-esteem and academic achievement among adolescents. Educational Psychology, 22(1), 51–62. .

Cristina Sanches. CIE – ISPA; ISPA – Instituto Universitário, R. Jardim do Tabaco, 34, 1149–041 Lisboa, Portugal. E-mail: csanches@ispa.pt

Current themes of research:

Adolescents’ relationships with authorities, school, and involvement in deviant behaviour. Particularly, adolescents’ deviant reactions to teachers’ procedural and interpersonal (in)justice.

Most relevant publications in the field of Psychology of Education:

Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R. (2015). The Achievement Emotions Questionnaire: Validation for pre-adolescent students. European Journal of Developmental Psychology, 12, 472–481. doi:10.1080/17405629.2015.1040757

Sanches, C., Gouveia-Pereira, M., Marôco, J., Gomes, H., & Roncon, F. (in press). Deviant Behavior Variety Scale: Development and Validation with a sample of Portuguese adolescents”. Psicologia: Reflexão e Crítica, 29(1).

Sanches, C., Gouveia‐Pereira, M., & Carugati, F. (2012). Justice judgements, school failure, and adolescent deviant behaviour. British Journal of Educational Psychology, 82(4), 606–621. doi:10.1111/j.2044-8279.2011.02048.x

Sanches, C., & Gouveia-Pereira, M. (2010). Julgamentos de justiça em contexto escolar e comportamentos desviantes na adolescência [Justice judgements within the school setting and adolescent deviant behaviour]. Análise Psicológica, 28(1), 71–84.

Lourdes Mata. CIE—ISPA; ISPA—Instituto Universitário, Lisbon, Portugal. E-mail lmata@ispa.pt

Current themes of research:

The identification and characterization of contextual (e.g., parental involvement, classroom climate) and personal factors (e.g., beliefs, emotions, motivation) which interfere on development and learning.

Most relevant publications in the field of Psychology of Education:

Mata, L., Peixoto, F., Monteiro, V., Sanches, C., & Pereira, M. (2015). Emoções em contexto académico: Relações com clima de sala de aula, autoconceito e resultados escolares. Análise Psicológica, 33, 407–424. doi:10.14417/ap.1050

Monteiro, V., Mata, L. & Peixoto, F. (2015) Intrinsic Motivation Inventory: Psychometric Properties in the Context of First language and Mathematics Learning. Psicologia: Reflexão e Crítica, 28(3), 434–443. doi: 10.1590/1678-7153.201528302

Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R. (2015). The Achievement Emotions Questionnaire: Validation for pre-adolescent students. European Journal of Developmental Psychology, 12, 472–481. doi:10.1080/17405629.2015.1040757

Mata, L., Peixoto, F. & Monteiro, V. (2012). Attitudes towards mathematics: Effects of individual, motivational and social support factors. Child Development Research, vol. 2012, 1–10, doi:10.1155/2012/876028

Mata, L. (2011). Motivation for reading and writing in preschool children. Reading Psychology, 32(3), 272–299. doi:10.1080/02702711.2010.545268.

Vera Monteiro. CIE—ISPA; ISPA—Instituto Universitário, Lisbon, Portugal. E-mail: veram@ispa.pt

Current themes of research:

Motivation, affects and contexts of learning.

Most relevant publications in the field of Psychology of Education:

Monteiro, V., Mata, L. & Peixoto, F. (2015) Intrinsic Motivation Inventory: Psychometric properties in the context of first language and mathematics learning. Psicologia: Reflexão e Crítica, 28(3), 434–443. doi: 10.1590/1678-7153.201528302

Peixoto, F., Mata, L., Monteiro, V., Sanches, C., & Pekrun, R. (2015). The Achievement Emotions Questionnaire: Validation for pre-adolescent students. European Journal of Developmental Psychology, 12, 472–481. doi:10.1080/17405629.2015.1040757

Monteiro, V. (2013). Promoting reading motivation by reading together. Reading Psychology, 34(4), 301–335. doi: 10.1080/02702711.2011.635333

Monteiro, V. (2012). Promoção do autoconceito e auto estima através de um programa de leitura a par. Psicologia, Reflexão e Crítica 25(1), 147–155.

Mata, L., Peixoto, F. & Monteiro, V. (2012). Attitudes towards mathematics: Effects of individual, motivational and social support factors. Child Development Research, vol. 2012, 1–10, doi:10.1155/2012/876028

This work is part of a broader research project (PTDC/CPE-CED/121358/2010) funded by the Fundação para a Ciência e a Tecnologia

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Peixoto, F., Sanches, C., Mata, L. et al. “How do you feel about math?”: relationships between competence and value appraisals, achievement emotions and academic achievement. Eur J Psychol Educ 32, 385–405 (2017). https://doi.org/10.1007/s10212-016-0299-4

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