The development of achievement emotions and coping/emotion regulation from primary to secondary school
Vierhaus M, Lohaus A, Wild E (2016)
Learning and Instruction 42: 12-21.
Zeitschriftenaufsatz
| Veröffentlicht | Englisch
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Einrichtung
Abstract / Bemerkung
This study reports on the development of achievement emotions and coping/emotion regulation in primary to secondary school-aged children and adolescents. Based on two longitudinal cohorts (Grades 2 -5; Grades 4-7), latent growth models were used to analyze the development of achievement emotions and coping strategies separately as well as simultaneously. The results show that enjoyment decreases across grades, whereas boredom increases, with substantial changes between Grade 5 and Grade 7. Consistently, the development of enjoyment is positively associated with the development of problem focused coping and palliative emotion regulation, whereas the development of boredom is positively associated with the development of avoidant coping and anger-related emotion regulation. Moreover, the relation between problem-focused coping and boredom, as well as between avoidant coping and enjoyment, depends on the age group. The results are discussed regarding the organization of learning environments in classes to prevent unfavorable developmental patterns of achievement emotions. (C) 2015 Elsevier Ltd. All rights reserved.
Stichworte
Achievement emotions;
Boredom;
Enjoyment;
Coping;
Emotion regulation
Erscheinungsjahr
2016
Zeitschriftentitel
Learning and Instruction
Band
42
Seite(n)
12-21
ISSN
0959-4752
Page URI
https://pub.uni-bielefeld.de/record/2903034
Zitieren
Vierhaus M, Lohaus A, Wild E. The development of achievement emotions and coping/emotion regulation from primary to secondary school. Learning and Instruction. 2016;42:12-21.
Vierhaus, M., Lohaus, A., & Wild, E. (2016). The development of achievement emotions and coping/emotion regulation from primary to secondary school. Learning and Instruction, 42, 12-21. doi:10.1016/j.learninstruc.2015.11.002
Vierhaus, Marc, Lohaus, Arnold, and Wild, Elke. 2016. “The development of achievement emotions and coping/emotion regulation from primary to secondary school”. Learning and Instruction 42: 12-21.
Vierhaus, M., Lohaus, A., and Wild, E. (2016). The development of achievement emotions and coping/emotion regulation from primary to secondary school. Learning and Instruction 42, 12-21.
Vierhaus, M., Lohaus, A., & Wild, E., 2016. The development of achievement emotions and coping/emotion regulation from primary to secondary school. Learning and Instruction, 42, p 12-21.
M. Vierhaus, A. Lohaus, and E. Wild, “The development of achievement emotions and coping/emotion regulation from primary to secondary school”, Learning and Instruction, vol. 42, 2016, pp. 12-21.
Vierhaus, M., Lohaus, A., Wild, E.: The development of achievement emotions and coping/emotion regulation from primary to secondary school. Learning and Instruction. 42, 12-21 (2016).
Vierhaus, Marc, Lohaus, Arnold, and Wild, Elke. “The development of achievement emotions and coping/emotion regulation from primary to secondary school”. Learning and Instruction 42 (2016): 12-21.
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