Reciprocal relations between adolescents’ self-concepts of ability and achievement emotions in mathematics and literacy

This longitudinal study examined cross-lagged relations of self-concepts ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects mathematics literacy). Adolescents (N = 848) reported their four times during Grades 6 7. The pattern results was different for literacy subjects. For the random intercept panel models showed a positive reciprocal relationship between enjoyment negative self-concept anxiety. Lower also predicted higher boredom but not vice versa. literacy, turn, did predict any ability. suggest that act as sources well consequences adolescents’ ability, particularly mathematics.