TY - JOUR
T1 - Achievement emotions among adolescents receiving special education support in mathematics
AU - Holm, Marja
AU - Maria Björn, Piia
AU - Laine, Anu
AU - Korhonen, Johan
AU - Hannula, Markku S.
PY - 2020/4
Y1 - 2020/4
N2 - This study investigated mathematics-related achievement emotions among Finnish adolescents (N = 1379) receiving special education support (SEdS) in self-contained and general mathematics classrooms and receiving no mathematics SEdS through multilevel modeling. Mathematics performance, gender, and classroom size were controlled for. Adolescents receiving SEdS in general classrooms reported less enjoyment and pride and more anger, anxiety, shame, hopelessness, and boredom than those receiving SEdS in self-contained classrooms and those receiving no SEdS. In contrast, adolescents receiving SEdS in self-contained classrooms reported more enjoyment and pride and less anger, anxiety, and hopelessness than those receiving no SEdS. Furthermore, adolescents receiving no SEdS reported more anxiety, hopelessness, and boredom in general classrooms when the proportion of classmates receiving SEdS was higher. We discuss the practical implications for developing SEdS in relation to achievement emotions.
AB - This study investigated mathematics-related achievement emotions among Finnish adolescents (N = 1379) receiving special education support (SEdS) in self-contained and general mathematics classrooms and receiving no mathematics SEdS through multilevel modeling. Mathematics performance, gender, and classroom size were controlled for. Adolescents receiving SEdS in general classrooms reported less enjoyment and pride and more anger, anxiety, shame, hopelessness, and boredom than those receiving SEdS in self-contained classrooms and those receiving no SEdS. In contrast, adolescents receiving SEdS in self-contained classrooms reported more enjoyment and pride and less anger, anxiety, and hopelessness than those receiving no SEdS. Furthermore, adolescents receiving no SEdS reported more anxiety, hopelessness, and boredom in general classrooms when the proportion of classmates receiving SEdS was higher. We discuss the practical implications for developing SEdS in relation to achievement emotions.
KW - Achievement emotions
KW - Special education support
KW - Mathematics
KW - Achievement emotions
KW - Special education support
KW - Mathematics
KW - Achievement emotions
KW - Special education support
KW - Mathematics
U2 - 10.1016/j.lindif.2020.101851
DO - 10.1016/j.lindif.2020.101851
M3 - Article
SN - 1041-6080
VL - 79
SP - 1
EP - 11
JO - Learning and Individual Differences
JF - Learning and Individual Differences
M1 - 101851
ER -