Background

Academic emotions (e.g., enjoyment of learning or anxiety) play a significant role in academic performance and educational choices. An important factor explaining academic emotions can be students’ temperament and the goodness-of-fit between their temperament and their social environment, including parents.

Objective

This study investigated the unique and interactive effects of early adolescents’ and their parents’ temperament types on adolescents’ academic emotions in literacy and mathematics.

Method

The participants in the study consisted of 690 adolescent–parent dyads. Parents rated their own and their adolescents’ temperaments, and adolescents reported their positive and negative emotions in literacy and mathematics.

Results

The results showed that adolescents’ temperament type was significantly related to their negative emotions in both school subjects. Adolescents with an undercontrolled temperament reported more anger compared to adolescents with a resilient or overcontrolled temperament, and more anxiety, shame, and hopelessness compared to resilient adolescents. In addition, undercontrolled adolescents reported more boredom in mathematics than resilient or overcontrolled adolescents. The parents’ temperament type was related to positive emotions. Adolescents of resilient parents reported greater pride in mathematics than adolescents of undercontrolled or overcontrolled parents and higher hope in mathematics than adolescents of overcontrolled parents. Finally, overcontrolled adolescents with a resilient or overcontrolled parent reported higher enjoyment of mathematics and literacy in comparison to overcontrolled adolescents with an undercontrolled parent.

Conclusions

The findings of the study provide new knowledge about the role of temperament in the school context by showing that differences in temperamental reactivity and regulation relate to adolescents’ academic emotions.

中文翻译：

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青少年及其父母的气质类型在青少年学业情感中的作用：一种拟合优度法

背景

学术情感（例如，享受学习或焦虑）在学习成绩和教育选择中起着重要作用。解释学业情绪的一个重要因素可能是学生的气质以及他们的气质与包括父母在内的社会环境之间的契合度。

目的

这项研究调查了早期青少年及其父母的气质类型对青少年识字和数学学习情绪的独特和互动影响。

方法

该研究的参与者包括690名青少年-父母双联。父母给自己和青少年的气质定级，青少年报告他们在识字和数学方面的积极和消极情绪。

结果

结果表明，在这两个学校中，青少年的气质类型与他们的负面情绪显着相关。与有弹性或过度控制的青少年相比，气质得到控制的青少年比有弹性的青少年报告出更多的愤怒，而与有弹性的青少年相比，他们的焦虑，羞耻和绝望更多。此外，失控的青少年报告的数学无聊性比顽强的或过度控制的青少年更多。父母的气质类型与积极情绪有关。有弹性的父母的青少年在数学上的自豪感要比不受控制或过度控制的父母的数学自豪感更高，并且对数学的希望比过度控制的父母的青少年更高。最后，

结论

该研究的结果通过显示气质反应性和调节力的差异与青少年的学术情感有关，提供了关于气质在学校环境中作用的新知识。