This study examined to what extent teacher-student conflict and closeness, on the one hand, and students' self-concepts of ability in literacy and mathematics, on the other, are related to students' achievement emotions (enjoyment, anxiety and boredom) in mathematics and literacy among Finnish early adolescents (N = 854). We also investigated the extent to which these associations are moderated by student temperament (surgency/extraversion, negative affectivity and effortful control). The results showed, after accounting for relevant covariates, that in both school subjects, teacher-student conflict was negatively related to enjoyment and positively to anxiety and boredom, whereas teacher-student closeness was positively related to enjoyment and negatively to boredom. Self-concepts of ability in both school subjects were positively related to enjoyment and negatively to anxiety, whereas the self-concept of ability was only negatively related to boredom in mathematics. Student temperament also moderated some of the associations in the literacy domain. Lower levels of conflict in the teacher-student relationship were related to higher levels of enjoyment in literacy, particularly among students who had lower levels of surgency/extraversion. Also, a closer relationship with the teacher or a lower self-concept of ability in literacy was related to higher levels of anxiety, particularly among students who had low effortful control. In the mathematics domain, the associations between the self-concept of ability and achievement emotions were somewhat stronger than in literacy, and the domain-specific associations were not dependent on student temperament.

No abstract

No abstract

No abstract