Mathematics-related emotions among Finnish adolescents across different performance levels

References

• Acee, T. W., Kim, H., Kim, H. J., Kim, J.-I., Chu, H.-N. R., Kim, M., … Cho, Y. (2010). Academic boredom in under- and over-challenging situations. Contemporary Educational Psychology, 35, 17–27. doi:10.1016/j.cedpsych.2009.08.002
   Web of Science ®Google Scholar
• Ashcraft, M. H., & Krause, J. A. (2007). Working memory, math performance, and math anxiety. Psychonomic Bulletin & Review, 14, 243–248. doi:10.3758/BF03194059
   PubMed Web of Science ®Google Scholar
• Bridgeland, J. M., Dilulio, J. J., & Morison, K. B. (2006). The silent epidemic: Perspectives of high school dropouts [Adobe Digital Editions version]. Retrieved from https://docs.gatesfoundation.org/Documents/TheSilentEpidemic3-06Final.pdf
   Google Scholar
• Brody, L. R. (2000). The socialization of gender differences in emotional expression: Display rules, infant temperament, and differentiation. In A. H. Fischer (Ed.), Gender and emotion: Social psychological perspectives (pp. 24–47). New York, NY: Cambridge University Press.10.1017/CBO9780511628191
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2011). Testing the predictors of boredom at school: Development and validation of the precursors to boredom scales. British Journal of Educational Psychology, 81, 421–440. doi:10.1348/000709910X526038
   PubMed Web of Science ®Google Scholar
• Devine, A., Fawcett, K., Dénes, S., & Dowker, A. (2012). Gender differences in mathematics anxiety and the relation to mathematics performance while controlling for test anxiety. Behavioral & Brain Functions, 8, 1–9. doi:10.1186/1744-9081-8-33
   PubMed Web of Science ®Google Scholar
• Eccles, J. S. (1999). The development of children ages 6 to 14. The Future of Children, 9, 30–44. Retrieved from https://www.princeton.edu/futureofchildren/index.xml10.2307/1602703
   PubMed Web of Science ®Google Scholar
• Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136, 103–127. doi:10.1037/a0018053
   PubMed Web of Science ®Google Scholar
• Frenzel, A. C., Pekrun, R., & Goetz, T. (2007a). Girls and mathematics – A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22, 497–514. doi:10.1007/BF03173468
   Web of Science ®Google Scholar
• Frenzel, A. C., Pekrun, R., & Goetz, T. (2007b). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning & Instruction, 17, 478–493. doi:10.1016/j.learninstruc.2007.09.001
   Web of Science ®Google Scholar
• Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705–716. doi:10.1037/a0014695
   Web of Science ®Google Scholar
• Geary, D. C., Hoard, M. K., Nugent, L., & Byrd-Craven, J. (2008). Development of number line representations in children with mathematical learning disability. Developmental Neuropsychology, 33, 277–299. doi:10.1080/87565640801982361
   PubMed Web of Science ®Google Scholar
• Goetz, T., Frenzel, A. C., Hall, N. C., & Pekrun, R. (2008). Antecedents of academic emotions: Testing the internal/external frame of reference model for academic enjoyment. Contemporary Educational Psychology, 33, 9–33. doi:10.1016/j.cedpsych.2006.12.002
   Web of Science ®Google Scholar
• Grossman, M., & Wood, W. (1993). Sex differences in intensity of emotional experience: A social role interpretation. Journal of Personality and Social Psychology, 65, 1010–1022. doi:10.1037//0022-3514.65.5.1010
   PubMed Web of Science ®Google Scholar
• Hankin, B. L., Abramson, L. Y., Moffitt, T. E., Silva, P. A., McGee, R., & Angell, K. E. (1998). Development of depression from preadolescence to young adulthood: Emerging gender differences in a 10-year longitudinal study. Journal of Abnormal Psychology, 107, 128–140. doi:10.1037/0021-843X.107.1.128
   PubMed Web of Science ®Google Scholar
• Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49, 25–46. doi:10.1023/A:1016048823497
   Google Scholar
• Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33–46. doi:10.2307/749455
   Web of Science ®Google Scholar
• Huntington, D. D., & Bender, W. N. (1993). Adolescents with learning disabilities at risk? Emotional well-being, depression, suicide. Journal of Learning Disabilities, 26, 159–166. doi:10.1177/002221949302600303
   PubMed Web of Science ®Google Scholar
• Kim, C., Park, S. W., & Cozart, J. (2014). Affective and motivational factors of learning in online mathematics courses. British Journal of Educational Technology, 45, 171–185. doi:10.1111/j.1467-8535.2012.01382.x
   Web of Science ®Google Scholar
• Krinzinger, H., Kaufmann, L., & Willmes, K. (2009). Math anxiety and math ability in early primary school years. Journal of Psychoeducational Assessment, 27, 206–225. doi:10.1177/0734282908330583
   PubMed Web of Science ®Google Scholar
• Kyttälä, M. (2008). Visuospatial working memory in adolescents with poor performance in mathematics: Variation depending on reading skills. Educational Psychology, 28, 273–289. doi:10.1080/01443410701532305
   Web of Science ®Google Scholar
• Kyttälä, M., & Björn, P. M. (2010). Prior mathematics achievement, cognitive appraisals and anxiety as predictors of Finnish students’ later mathematics performance and career orientation. Educational Psychology, 30, 431–448. doi:10.1080/01443411003724491
   Web of Science ®Google Scholar
• Luo, W., Lee, K., Ng, P. T., & Ong, J. X. W. (2014). Incremental beliefs of ability, achievement emotions, and learning of Singapore students. Educational Psychology, 34, 619–634. doi:10.1080/01443410.2014.909008
   Web of Science ®Google Scholar
• Ma, X. (1999). A Meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30, 520–540. doi:10.2307/749772
   Web of Science ®Google Scholar
• Mazzocco, M. M. M. (2008). Introduction: Mathematics ability, performance, and achievement. Developmental Neuropsychology, 33, 197–204. doi:10.1080/87565640801982270
   PubMed Web of Science ®Google Scholar
• Mazzocco, M. M. M., & Devlin, K. T. (2008). Parts and ‘holes’: Gaps in rational number sense among children with vs. without mathematical learning disabilities. Developmental Science, 11, 681–691. doi:10.1111/j.1467-7687.2008.00717.x
   PubMed Web of Science ®Google Scholar
• Miller, H., & Bichsel, J. (2004). Anxiety, working memory, gender, and math performance. Personality & Individual Differences, 37, 591–606. doi:10.1016/j.paid.2003.09.029
   Web of Science ®Google Scholar
• OECD. (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris: Author.
   Google Scholar
• OECD. (2014). PISA 2012 results: What students know and can do – Student performance in mathematics, reading, and science (Volume I). Paris: Author. doi:10.1787/9789264201118-en
   Google Scholar
• Osborne, J. W. (2007). Linking stereotype threat and anxiety. Educational Psychology, 27, 135–154. doi:10.1080/01443410601069929
   Web of Science ®Google Scholar
• Passolunghi, M. C. (2011). Cognitive and emotional factors in children with mathematical learning disabilities. International Journal of Disability, Development & Education, 58, 61–73. doi:10.1080/1034912X.2011.547351
   Web of Science ®Google Scholar
• Pekrun, R. (2006). The Control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18, 315–341. doi:10.1007/s10648-006-9029-9
   Web of Science ®Google Scholar
• Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz & R. Pekrun (Eds.), Emotions in education (pp. 13–36). Amsterdam: Academic Press.10.1016/B978-012372545-5/50003-4
   Google Scholar
• Pekrun, R., Goetz, T., & Frenzel, A. C. (2005). Academic emotions questionnaire – Mathematics (AEQ-M) – User’s manual. Munich, Germany: University of Munich, Department of Psychology.
   Google Scholar
• Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37, 91–105. doi:10.1207/S15326985EP3702_4
   Web of Science ®Google Scholar
• Plenty, S., & Heubeck, B. G. (2013). A multidimensional analysis of changes in mathematics motivation and engagement during high school. Educational Psychology, 33, 14–30. doi:10.1080/01443410.2012.740199
   Web of Science ®Google Scholar
• Pomerantz, E. M., Altermatt, E. R., & Saxon, J. L. (2002). Making the grade but feeling distressed: Gender differences in academic performance and internal distress. Journal of Educational Psychology, 94, 396–404. doi:10.1037//0022-0663.94.2.396
   Web of Science ®Google Scholar
• Räsänen, P., & Leino, L. (2005). KTLT – Laskutaidon testi luokka-asteille 7–9 [A Test for Mathematical Skills for Grades 7–9]. Jyväskylä: Niilo Mäki Instituutti (NMI).
   Google Scholar
• Roberts, T.-A. (1991). Gender and the influence of evaluations on self-assessments in achievement settings. Psychological Bulletin, 109, 297–308. doi:10.1037/0033-2909.109.2.297
   PubMed Web of Science ®Google Scholar
• Sakiz, G. (2012). Perceived instructor affective support in relation to academic emotions and motivation in college. Educational Psychology, 32, 63–79. doi:10.1080/01443410.2011.625611
   Web of Science ®Google Scholar
• Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50, 235–255. doi:10.1016/j.jsp.2011.10.005
   PubMed Web of Science ®Google Scholar
• Spencer, S. J., Steele, C. M., & Quinn, D. M. (1999). Stereotype threat and women's math performance. Journal of Experimental Social Psychology, 35, 4–28. doi:10.1006/jesp.1998.1373
   Web of Science ®Google Scholar
• Stephanou, G. (2011). Students’ classroom emotions: Socio-cognitive antecedents and school performance. Electronic Journal of Research in Educational Psychology, 9, 5–48. Retrieved from http://investigacion-psicopedagogica.org/revista/new/english/index.php
   Google Scholar
• Stipek, D. J., & Gralinski, J. H. (1991). Gender differences in children’s achievement-related beliefs and emotional responses to success and failure in mathematics. Journal of Educational Psychology, 83, 361–371. doi:10.1037/0022-0663.83.3.361
   Web of Science ®Google Scholar
• Uusitalo-Malmivaara, L. (2014). Happiness decreases during early adolescence – A study on 12- and 15-year-old Finnish students. Psychology, 5, 541–555. doi:10.4236/psych.2014.56064
   Google Scholar
• Willcutt, E. G., & Pennington, B. F. (2000). Psychiatric comorbidity in children and adolescents with reading disability. Journal of Child Psychology & Psychiatry & Allied Disciplines, 41, 1039–1048. doi:10.1111/1469-7610.00691
   PubMed Web of Science ®Google Scholar
• Wu, S. S., Willcutt, E. G., Escovar, E., & Menon, V. (2014). Mathematics achievement and anxiety and their relation to internalizing and externalizing behaviors. Journal of Learning Disabilities, 47, 503–514. doi:10.1177/0022219412473154
   PubMed Web of Science ®Google Scholar