Scarce attention has been paid to ethnic minority students' emotions and related competencies at school. Nevertheless, theoretical frameworks such as the control–value theory underline the importance of achievement emotions for students' performance and well-being. We involved minority (n = 63) and majority (n = 103) students attending the first, third, and fifth grade of primary school. We assessed negative achievement emotions (anxiety, anger, embarrassment, boredom, and hopelessness), emotion understanding, and emotion regulation. Factorial analyses supported the goodness of the structure of a questionnaire measuring the five achievement emotions in Italian and mathematics and its invariance across minority and majority students. Analyses of variance indicated that minority students felt more intense anger, embarrassment, and boredom for Italian and anxiety and embarrassment for mathematics. Path analyses revealed that emotion understanding and emotion regulation were significantly related to achievement emotions. Findings are discussed for their theoretical and applied relevance in promoting well-being at school among minority and majority students.

An intervention promoting understanding of achievement emotions with middle school students

Raccanello D.;Hall R.
2021

Abstract

Scarce attention has been paid to ethnic minority students' emotions and related competencies at school. Nevertheless, theoretical frameworks such as the control–value theory underline the importance of achievement emotions for students' performance and well-being. We involved minority (n = 63) and majority (n = 103) students attending the first, third, and fifth grade of primary school. We assessed negative achievement emotions (anxiety, anger, embarrassment, boredom, and hopelessness), emotion understanding, and emotion regulation. Factorial analyses supported the goodness of the structure of a questionnaire measuring the five achievement emotions in Italian and mathematics and its invariance across minority and majority students. Analyses of variance indicated that minority students felt more intense anger, embarrassment, and boredom for Italian and anxiety and embarrassment for mathematics. Path analyses revealed that emotion understanding and emotion regulation were significantly related to achievement emotions. Findings are discussed for their theoretical and applied relevance in promoting well-being at school among minority and majority students.
achievement emotions
emotion regulation
emotion understanding
group disparities
minority–majority gap
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11562/1026523
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