The Effects of Maths Self-Concept, Task Value, External Attribution, Student-Teacher Relations, and Teacher Support on the Achievement Emotions: Analyzing Clustered Data by Using Multilevel Modeling Analysis

• In Event: Poster Session 6
  In Poster Session: Social and Cultural Influences on Learning and Motivation

Abstract

The present study is to investigate the relationships between individual- and school-level factors and academic emotions on mathematics. Hierarchically nested data are from 1,929 15-year-old students from 163 school in Taiwan participating in the Programme for International Student Assessment (PISA). The results of multilevel modeling analyses reveal that (a) individual-level factors (Maths self-concept, task-value, external attribution, student-teacher relations) account for most of the variance of academic emotions, and (b) school-level factors (teacher support) are also significant predictors of academic emotions. The present study confirms Control-value theory of achievement emotions. We also discuss some implications for educational practices and future research.

Authors

• Po-Han Wu, National Sun Yat-sen University

• Ying-Chuan Lai