Putwain, David W and Wood, Peter and Pekrun, Reinhard (2022) Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology, 114 (1). pp. 108-126. DOI https://doi.org/10.1037/edu0000637
Putwain, David W and Wood, Peter and Pekrun, Reinhard (2022) Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology, 114 (1). pp. 108-126. DOI https://doi.org/10.1037/edu0000637
Putwain, David W and Wood, Peter and Pekrun, Reinhard (2022) Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology, 114 (1). pp. 108-126. DOI https://doi.org/10.1037/edu0000637
Abstract
Control-value theory proposes that achievement emotions impact achievement, and that achievement outcomes (i.e., success and failure) reciprocally influence the development of achievement emotions. Academic buoyancy is an adaptive response to minor academic adversity, and might, therefore, offer protection from achievement being undermined by negative achievement emotions. At present, however, there is little empirical evidence for these hypothesized relations. In this study we examined reciprocal relations between three achievement emotions (enjoyment, boredom, and anxiety) and test performance in the context of mathematics, and whether academic buoyancy moderated relations between these emotions and test performance. Data were collected from 1,242 primary school students (mean age = 9.3 years) over 4 waves within 1 school year. Achievement emotions (T₁ and T₃) and test performance (T₂ and T₄) were measured alternately. Academic buoyancy was measured at T₃. A structural equation model showed negative relations of anxiety to subsequent test performance and negative relations of test performance to subsequent anxiety. Test performance also predicted enjoyment and boredom, but not vice versa. A latent-interaction structural equation model showed buoyancy moderated relations between anxiety and test performance. Test performance was highest when anxiety was low and buoyancy high. Practitioners should consider using interventions to reduce anxiety and downstream effects on achievement.
Item Type: | Article |
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Uncontrolled Keywords: | academic achievement, achievement emotions, anxiety, buoyancy, control-value theory |
Divisions: | Faculty of Science and Health Faculty of Science and Health > Psychology, Department of |
SWORD Depositor: | Unnamed user with email elements@essex.ac.uk |
Depositing User: | Unnamed user with email elements@essex.ac.uk |
Date Deposited: | 31 May 2022 09:40 |
Last Modified: | 30 Oct 2024 19:22 |
URI: | http://repository.essex.ac.uk/id/eprint/32583 |
Available files
Filename: Putwain, Wood, & Pekrun J Ed Psych 2022 Emotions, Buoyancy, and Achievement.pdf