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

Source abstract

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 T 1 and T 3 , and self‐reported their control, value and achievement emotions in mathematics lessons at T 2 . A latent profile analysis was conducted to identify profiles of appraisals and emotions. To validate the profiles, T 3 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 T 3 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.