The Roles of Teacher-Student Relationship Quality and Self-Concept of Ability in Adolescents' Achievement Emotions: Temperament as a Moderator

Autor/inn/en	Clem, Anna-Leena; Rudasill, Kathleen M.; Hirvonen, Riikka; Aunola, Kaisa; Kiuru, Noona
Titel	The Roles of Teacher-Student Relationship Quality and Self-Concept of Ability in Adolescents' Achievement Emotions: Temperament as a Moderator
Quelle	In: European Journal of Psychology of Education, 36 (2021) 2, S.263-286 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hirvonen, Riikka) ORCID (Aunola, Kaisa) ORCID (Kiuru, Noona)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-020-00473-6
Schlagwörter	Teacher Student Relationship; Conflict; Self Efficacy; Mathematics Achievement; Reading Achievement; Literacy; Psychological Patterns; Personality Traits; Correlation; Early Adolescents; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Konflikt; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Alphabetisierung; Schreib- und Lesefähigkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Korrelation; Ausland; Finnland
Abstract	This study examined to what extent teacher-student conflict and closeness, on the one hand, and students' self-concepts of ability in literacy and mathematics, on the other, are related to students' achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents (N = 854). We also investigated the extent to which these associations are moderated by student temperament (surgency/extraversion, negative affectivity and effortful control). The results showed, after accounting for relevant covariates, that in both school subjects, teacher-student conflict was negatively related to enjoyment and positively to anxiety and boredom, whereas teacher-student closeness was positively related to enjoyment and negatively to boredom. Self-concepts of ability in both school subjects were positively related to enjoyment and negatively to anxiety, whereas the self-concept of ability was only negatively related to boredom in mathematics. Student temperament also moderated some of the associations in the literacy domain. Lower levels of conflict in the teacher-student relationship were related to higher levels of enjoyment in literacy, particularly among students who had lower levels of surgency/extraversion. Also, a closer relationship with the teacher or a lower self-concept of ability in literacy was related to higher levels of anxiety, particularly among students who had low effortful control. In the mathematics domain, the associations between the self-concept of ability and achievement emotions were somewhat stronger than in literacy, and the domain-specific associations were not dependent on student temperament. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01