Mathematics emotion profiles: stability and change during Grades 7 and 8.

IF 2.8 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2025-01-01 Epub Date: 2025-06-11 DOI:10.1007/s10212-025-00972-4

Tanja Held, Tina Hascher

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Abstract

Academic emotions are not mutually exclusive, and students can experience various emotions simultaneously. We aimed at identifying distinct emotion profiles in mathematics in the lowest-ability tier in lower secondary school. Also, we investigated the patterns of change to students' mathematics emotion profiles in Grades 7 and 8, and whether an intervention setting impacted these patterns of change compared to the control setting. Latent profile analysis (LPA) and random intercept latent transition analysis (RI-LTA) were applied to assess the mathematics emotion profiles and the probability of transitioning between the profiles of 348 students. Results revealed three emotion profiles: a mixed emotion profile, a rather positive emotion profile, and a predominantly positive emotion profile with a high level of stability across Grades 7 and 8. The three mathematics emotion profiles can be predicted by gender and mathematics achievement. Finally, RI-LTA revealed that the intervention had different effects on the mathematics emotion profiles.

Supplementary information: The online version contains supplementary material available at 10.1007/s10212-025-00972-4.

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七、八年级数学情感特征的稳定与变化。

学术情绪不是相互排斥的，学生可以同时体验到各种情绪。我们的目的是确定在低年级的数学能力最低层不同的情绪概况。此外，我们还调查了七年级和八年级学生数学情绪特征的变化模式，以及与对照组相比，干预设置是否会影响这些变化模式。应用潜在特征分析（LPA）和随机截距潜在转移分析（RI-LTA）对348名学生的数学情绪特征及其之间的转移概率进行了评估。结果显示了三种情绪特征：混合情绪特征、相当积极的情绪特征和高度稳定的积极情绪特征。性别和数学成绩可以预测三种数学情绪特征。最后，RI-LTA显示干预对数学情绪有不同的影响。补充信息：在线版本包含补充资料，可在10.1007/s10212-025-00972-4获得。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.