Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy.

Putwain, David W.; Wood, Peter; Pekrun, Reinhard

doi:10.1037/edu0000637

Cited by 74 publications

(44 citation statements)

References 110 publications

(204 reference statements)

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“…Moreover, it is worth noting that detecting different links between boredom and performance in the two examined settings can also shed some light on the reasons underlying some inconsistent results of previous research involving primary-school students, in which boredom was not examined according to different settings (Di Leo et al, 2019;Lichtenfeld et al, 2012;Muis, Psaradellis, et al, 2015;Muis, Ranellucci, et al, 2015;Obergriesser & Stoeger, 2016;Putwain et al, 2018Putwain et al, , 2020Putwain et al, , 2021Raccanello et al, 2019;Robertson et al, 2004;Zaccoletti et al, 2020). Distinguishing homework and tests might have helped to identify another moderator of the relations between boredom and performance, that is, setting, which has been frequently neglected in previous literature (for an exception, see Raccanello et al, 2013).…”

Section: Discussionmentioning

confidence: 90%

“…For example, in mathematics boredom is linked to academic performance as evidenced by small to moderate negative correlations (ranging from À.16 to À.42) as well as by small positive correlations (Di Leo et al, 2019;Lichtenfeld et al, 2012;Muis, Psaradellis, Lajoie, Di Leo, & Chevrier, 2015;Putwain et al, 2018;Raccanello et al, 2019). In other cases, researchers found that achievement predicted boredom but not vice versa (Putwain et al, 2021;Putwain, Wood, & Pekrun, 2020). For science learning, small negative correlations emerged (Obergriesser & Stoeger, 2016).…”

Section: Appraisals and Outcomes Of Boredommentioning

confidence: 99%

See 1 more Smart Citation

Control and value appraisals and online multiple‐text comprehension in primary school: The mediating role of boredom and the moderating role of word‐reading fluency

Raccanello

Florit

Brondino

et al. 2021

Brit J of Edu Psychol

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Background. Online multiple-text comprehension is a key skill of the 21st Century, yet the study of its relations with boredom in young students has been disregarded. Boredom is an achievement emotion expected to be predicted negatively by antecedents like control and value appraisals and to be associated to a negative performance. Notwithstanding its documented domain-specificity, scarce attention has been paid to investigating these relations with primary-school students in the reading domain, and specifically for online multiple-text comprehension, and to how such relations are moderated by basic cognitive abilities.Aims. Considering separately two settings (homework, test), we studied the mediation of boredom in the relation between control-value appraisals and online multiple-text comprehension in primary-school students, focusing on the moderating role of wordreading fluency.Sample. Participants were 334 fourth and fifth graders.Methods. We evaluated students' reading-related self-efficacy and task-value, readingrelated boredom for homework and tests, word-reading fluency, and online multiple-text comprehension.Results. Path analyses revealed negative relations between control-value appraisals and boredom for homework and tests, and between boredom and online multiple-text comprehension for tests only. For the latter, word-reading fluency moderated the relation between appraisals, boredom, and comprehension: Boredom negatively related to comprehension only for students with high word-reading fluency.Conclusions. Findings are discussed focusing on antecedents of online multiple-text comprehension as a literacy skill critical in the 21st Century. We underlined theirThis is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Discussionmentioning

confidence: 90%

Section: Appraisals and Outcomes Of Boredommentioning

confidence: 99%

Control and value appraisals and online multiple‐text comprehension in primary school: The mediating role of boredom and the moderating role of word‐reading fluency

Raccanello

Florit

Brondino

et al. 2021

Brit J of Edu Psychol

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“…Compared to GPA, standardized testing is assumed to be a more objective and a useful measure of students’ achievement [ 43 , 69 ]; however, its ability to adequately capture acquired knowledge and skills is limited [ 70 , 71 ]. Studies have shown that certain individual characteristics of children are more sensitive to a particular assessment method of achievement [ 72 , 73 ]. Therefore, both the teacher-assigned grades and standardized testing reflect different aspects of academic performance.…”

Section: Introductionmentioning

confidence: 99%

Temperament and Academic Achievement in Children: A Meta-Analysis

Nasvytienė

Lazdauskas

2021

EJIHPE

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This study aimed to systematize the diverse and rather controversial findings of empirical research on the relationship between the temperament and academic achievement of school children, as well as to determine the average effect size between these variables. We included 57 original studies of published and unpublished research conducted in 12 countries between 1985 and 2019, with cumulative sample size of 79,913 (varying from 6333 to 14,126 for links between particular temperament dimensions and specific domains of achievement). A random-effects and mixed-effects model was fitted to the data for the central tendency of the temperament–achievement relation and for analyzing moderators, respectively. The high heterogeneity of studies was tackled by selected specific moderators, namely, education level, transition status, family’s socio-economic level, and sources of report on achievement and temperament. The main findings of this meta-analysis affirmed the positive association of effortful control (EC) and inverse relationship of negative affectivity (NA) with a child’s academic performance, together with no apparent trend of surgency (SU) in this relationship; additionally, the sources of report significantly moderated the link between temperament and academic achievement.

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“…Second, previous studies have focused on exploring protective mechanisms in the stress and learning relationships among students (e.g., Putwain et al, 2020;Zhu et al, 2017), yet the protective role of students' FTP has not been studied in this respect-particularly with regard to their investment in learning. Our study provides evidence that even when students focused more positively on their future thoughts, feelings, and behavioral intentions in school and in their professional career, this did not help to reduce the negative impact of anxiety on their investment in learning for mathematics.…”

Section: Practical Implicationsmentioning

confidence: 99%

“…Overall, the different relationships between anxiety and learning may suggest that anxiety does not have the same effect on all students and that there are other factors that are involved as possible moderators within the anxiety and learning relationship. Recent studies suggest that certain individual difference variables such as academic buoyancy and proactive personality moderate the relationship between anxiety and learning among students (e.g., Putwain et al, 2020;Zhu et al, 2017). Our study aims to contribute to this body of research.…”

Section: Introductionmentioning

confidence: 96%

Learning under stress: The moderating role of future time perspective

Andre

Koene

Wal

et al. 2022

Psychology in the Schools

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We investigated the relationship between students' perceived stress and investment in learning and tested the role of future time perspective (FTP) as a moderator. We expected that FTP would serve as a protective factor in the association between students' perceived stress and investment in learning. Perceived stress was gauged by assessing students' mathematics anxiety related to class, learning, and tests, and investment in learning was gauged by measuring investment in learning with respect to mathematics. To measure FTP, we focused on the FTP in school and professional career. A total of N = 349 secondary school students from the Netherlands participated in this study. Results revealed negative associations between students' investment in learning and their anxiety in class, during learning, and while taking tests. The moderating effects of FTP were also found to be significant. Contrary to our expectations, higher levels of FTP were associated with a stronger negative relationship between anxiety and investment in learning. Moreover, we found negative associations between FTP and class anxiety and learning anxiety and a positive association between FTP and investment in learning. Overall, our results may suggest that FTP motivates students to learn, but students' anxiety weakens the motivating effect of FTP.

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Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy.

Abstract: The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription.

Cited by 74 publications

References 110 publications

Control and value appraisals and online multiple‐text comprehension in primary school: The mediating role of boredom and the moderating role of word‐reading fluency

Control and value appraisals and online multiple‐text comprehension in primary school: The mediating role of boredom and the moderating role of word‐reading fluency

Temperament and Academic Achievement in Children: A Meta-Analysis

Learning under stress: The moderating role of future time perspective

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