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Control/value appraisals and achievement emotions in primary school children in Hong Kong: The mediating role of academic coping

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  • Wong, Mun
  • Power, Thomas G.

Abstract

The transition to primary school is stressful for children in Hong Kong, with students showing high rates of anxiety and depressive symptoms. To further understand this transition, the current study: 1) examined the utility of Pekrun’s (2006) theory of achievement emotions for young children with limited control conceptions; 2) tested the theory in high and low competence subject areas; and 3) tested a mediational model predicting changes in children’s achievement emotions over time from control/value appraisals and academic coping strategies. 242 children (age 5 to 6) from 11 schools in Hong Kong participated. At each of two time points (the third and last months of the school year), children were interviewed individually about their control/value appraisals, academic achievement emotions, and academic coping strategies. Control and value appraisals were positively associated with academic enjoyment and negatively associated with boredom and anxiety. The control by value interaction for academic anxiety was in the expected direction and marginally significant (p =.06). Results were stronger for the low competence areas, and the mediational model was significant for girls only.

Suggested Citation

  • Wong, Mun & Power, Thomas G., 2023. "Control/value appraisals and achievement emotions in primary school children in Hong Kong: The mediating role of academic coping," Children and Youth Services Review, Elsevier, vol. 154(C).
    • Handle: RePEc:eee:cysrev:v:154:y:2023:i:c:s0190740923003237
    DOI: 10.1016/j.childyouth.2023.107128
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    References listed on IDEAS

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    1. Wong, Mun & Power, Thomas G., 2019. "Childhood depressive symptoms during the transition to primary school in Hong Kong: Comparison of child and maternal reports," Children and Youth Services Review, Elsevier, vol. 100(C), pages 183-190.
    2. Shu-Shen Shih, 2015. "An Examination of Academic Coping Among Taiwanese Adolescents," The Journal of Educational Research, Taylor & Francis Journals, vol. 108(3), pages 175-185, April.
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