Mathematics Emotions in the Primary Classroom

Published: 7 April 2022| Version 1 | DOI: 10.17632/wn5nmtzm7h.1
David Putwain


This project examined the relations between: (1) Three classroom-related mathematics emotions (enjoyment, boredom, and anxiety), (2) control-value appraisals, (3) academic buoyancy, (4) classroom engagement, and (5), mathematics achievement. Data were collected over 4 waves over a single school year. Self-reported emotions, control-value appraisals, academic buoyancy, and engagement, were collected at T1 and T3 separated by approximately seven months. Mathematics achievement was measured through 40 minute classroom tests at T2 and T4 scheduled for one week after the self-reported data were collected. The sample comprised 1,242 school children (male = 633 males, female = 609 females; Mage of 9.3 years) from 24 schools. Details of all of the measures can be found at: https://doi: 10.17605/OSF.IO/5TU4M In the attached dataset, variables at the first wave of measurement start with the prefix T1, second wave T2, third wave T3 and forth wave T4. Intrinsic value items were coded as IV1,2,3 and 4R (R = reverse coded). Utility value items as UV1,2,3, and 4. Attainment value items as AV1,2,3 and 4. Control as C1,2,3, and 4. Academic buoyancy items as B1,2,3, and 4. Engagement items as E1,2,3,4 and 5. Boredom items as BR1,2,3 and 4. Enjoyment items as J1,2,3, and 4. Anxiety items as A1,2,3, and 4. Matheamtics Test Items listed as M1, M2, and so on.



Mathematics, Academic Achievement, Emotion, Resilience, School Engagement, Attitude and Beliefs