Achievement emotions among adolescents receiving special education support in mathematics
: Marja Eliisa Holm, Piia Maria Björn, Anu Laine, Johan Korhonen, Markku Sakari Hannula
Publisher: Elsevier
: 2020
: Learning and Individual Differences
: 79
: 11
: 1041-6080
: 1873-3425
DOI: https://doi.org/10.1016/j.lindif.2020.101851(external)
: https://www.sciencedirect.com/science/article/pii/S1041608020300315(external)
: https://research.utu.fi/converis/portal/detail/Publication/46129095(external)
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.
