Mathematics emotion profiles: stability and change during Grades 7 and 8

Tanja Held; Tina Hascher

Mathematics emotion profiles: stability and change during Grades 7 and 8

Tanja Held ^[1] ^[2] ; Tina Hascher ^[2]
1. [1] Liverpool John Moores University
  
  Liverpool John Moores University
  
  Reino Unido
2. [2] University of Bern
  
  University of Bern
  
  Bern/Berne/Berna, Suiza
Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 40, Nº 2, 2025
Idioma: inglés
DOI: 10.1007/s10212-025-00972-4
Enlaces
- Texto completo
Resumen
- Academic emotions are not mutually exclusive, and students can experience various emotions simultaneously. We aimed at identifying distinct emotion profiles in mathematics in the lowest-ability tier in lower secondary school. Also, we investigated the patterns of change to students’ mathematics emotion profiles in Grades 7 and 8, and whether an intervention setting impacted these patterns of change compared to the control setting. Latent profile analysis (LPA) and random intercept latent transition analysis (RI-LTA) were applied to assess the mathematics emotion profiles and the probability of transitioning between the profiles of 348 students. Results revealed three emotion profiles: a mixed emotion profile, a rather positive emotion profile, and a predominantly positive emotion profile with a high level of stability across Grades 7 and 8. The three mathematics emotion profiles can be predicted by gender and mathematics achievement. Finally, RI-LTA revealed that the intervention had different effects on the mathematics emotion profiles.
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