Adolescents' Academic Emotions and Academic Achievement across the Transition to Lower Secondary School: the Role of Learning Difficulties

Autor/inn/en	Sainio, Petra; Eklund, Kenneth; Hirvonen, Riikka; Ahonen, Timo; Kiuru, Noona
Titel	Adolescents' Academic Emotions and Academic Achievement across the Transition to Lower Secondary School: the Role of Learning Difficulties
Quelle	In: Scandinavian Journal of Educational Research, 65 (2021) 3, S.385-403 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Eklund, Kenneth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1705900
Schlagwörter	Early Adolescents; Elementary School Students; Secondary School Students; Student Adjustment; Reading Achievement; Mathematics Achievement; Academic Achievement; Learning Problems; Correlation; Psychological Patterns; Grade 6; Grade 7; Literacy; Anxiety; Positive Attitudes; Negative Attitudes; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Sekundarschüler; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulleistung; Lernproblem; Korrelation; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Alphabetisierung; Schreib- und Lesefähigkeit; Angst; Negative Fixierung; Ausland; Finnland
Abstract	This study examined the role of learning difficulties in academic emotions and achievement across the transition to lower secondary school among 848 Finnish adolescents. Reading difficulties (RD) and math difficulties (MD) were identified based on test scores in Grade 6 and 7. Students with difficulties were identified as having resolving, emerging, or persistent RD/MD. Students rated their academic emotions and information on students' academic achievement was acquired from school registers. The results showed that a decline in academic emotions and achievement was typical among all students across the transition. Resolving, emerging, or persistent types of RD/MD were also meaningfully reflected in the development of academic emotions across the transition. Generally, the results showed that RD/MD students had a higher proclivity to experience more negative academic emotions than their peers, and they lagged behind their peers in achievement across the transition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01