Developmental trajectories of achievement emotions in mathematics during adolescence

This study examined how adolescents' emotions in mathematics develop over time. Growth curve modeling was applied to longitudinal data collected annually from 2002 to 2006 (Grades 5-9; N = 3425 German adolescents; M-age = 11.7, 15.6 years at the first and last waves, respectively; 50.0% female). Results indicated that enjoyment and pride decreased over time (Glass's Delta s = -.86, -.71). In contrast, negative emotions exhibited more complex patterns: Anger, boredom, and hopelessness increased (Delta s = .52, .79, .26), shame decreased (Delta = -.12), and anxiety remained stable (Delta = .00). These change trajectories of emotions were associated with change trajectories of perceived control, intrinsic value, achievement value, and achievement in mathematics. Implications and future directions are discussed.

Automated summary

This study examined the development of adolescents' emotions in mathematics over time. The results showed a decrease in enjoyment and pride, and an increase in anger, boredom, and hopelessness. These emotional changes were associated with changes in perceived control, intrinsic value, achievement value, and achievement in mathematics.