Mathematics-related achievement emotions – Interaction between learning environment and students' mathematics performance

Abstract

Distance learning during the COVID-19 pandemic has been associated with different levels of achievement emotions than the usual contact learning. On the other hand, students' overall performance is also connected to their achievement emotions. However, it has not been known how the association between learning environment and emotions varies according to students' level of mathematical performance. This study examined whether students' achievement emotions (enjoyment, pride, anxiety, boredom, anger, and shame) differed between contact and distance learning across students with different performance levels in mathematics. The sample comprised 1310 Finnish upper secondary school students. Using linear mixed effects modelling, we observed that higher-performing students reported more negative emotions and lower-performing students reported less anxiety in distance learning compared to contact learning. Changes in the learning environment seem to affect students of different performance levels differently, which should be considered when planning distance learning.