Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations with Achievement

Raccanello, D.; Brondino, M.; Moè, M.; Stupnisky, R.H.; Lichtenfeld, S.

doi:10.1080/00220973.2018.1448747

Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations with Achievement

Raccanello, D.; Brondino, M.; Moè, M.; Stupnisky, R.H.; Lichtenfeld, S.

Authors

D. Raccanello

M. Brondino

M. Moè

R.H. Stupnisky

Dr Stephanie Lichtenfeld stephanie.lichtenfeld@durham.ac.uk
Honorary Fellow

Abstract

This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school.

Citation

Raccanello, D., Brondino, M., Moè, M., Stupnisky, R., & Lichtenfeld, S. (2019). Enjoyment, Boredom, Anxiety in Elementary Schools in Two Domains: Relations with Achievement. The Journal of Experimental Education, 87(3), 449-469. https://doi.org/10.1080/00220973.2018.1448747

Journal Article Type	Article
Acceptance Date	Feb 3, 2018
Online Publication Date	May 8, 2018
Publication Date	2019
Deposit Date	Mar 23, 2018
Publicly Available Date	Nov 8, 2019
Journal	Journal of Experimental Education
Print ISSN	0022-0973
Electronic ISSN	1940-0683
Publisher	Taylor and Francis Group
Peer Reviewed	Peer Reviewed
Volume	87
Issue	3
Pages	449-469
DOI	https://doi.org/10.1080/00220973.2018.1448747

Files

Accepted Journal Article (863 Kb)
PDF

Copyright Statement
This is an Accepted Manuscript of an article published by Taylor & Francis in The Journal of Experimental Education on 08 May 2018, available online: http://www.tandfonline.com/10.1080/00220973.2018.1448747