David W. Putwain|Peter Wood|Reinhard Pekrun
Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy.
Liverpool John Moores University|Liverpool John Moores University|University of Essex|Australian Catholic University
controlvalue theory proposes achievement emotions impact achievement achievement outcomes ie success failure reciprocally influence development achievement emotionsacademic buoyancy adaptive response minor academic adversity might therefore offer protection achievement undermined negative achievement emotionsat present however little empirical evidence hypothesized relationsin study examined reciprocal relations three achievement emotions enjoyment boredom anxiety test performance context mathematics whether academic buoyancy moderated relations emotions test performancedata collected 1242 primary school students mean age 93 years four waves within one school yearachievement emotions t1 t3 test performance t2 t4 measured alternatelyacademic buoyancy measured t3a structural equation model showed negative relations anxiety subsequent test performance negative relations test performance subsequent anxietytest performance also predicted enjoyment boredom vice versaa latentinteraction structural equation model showed buoyancy moderated relations anxiety test performancetest performance highest anxiety low buoyancy highpractitioners consider using interventions reduce anxiety downstream effects achievement