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 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.