The development of achievement emotions and coping/emotion regulation from primary to secondary school |
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| Affiliation: | 1. School of Psychology, The University of Auckland, Auckland, New Zealand;2. Faculty of Education and Social Work, The University of Auckland, Auckland, New Zealand;1. Centre for Positive Psychology, Melbourne Graduate School of Education, The University of Melbourne, Level 2, 100 Leicester Street, Carlton, Victoria 3010, Australia;2. Assessment Research Centre, Melbourne Graduate School of Education, The University of Melbourne, Level 8, 100 Leicester Street, Carlton, Victoria 3010, Australia |
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| Abstract: | 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. |
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| Keywords: | Achievement emotions Boredom Enjoyment Coping Emotion regulation |
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