Along the primary school children show a decrease in enjoyment, while anxiety and boredom increase, leading to detrimental effects on performance and wellbeing. This suggests the need to deepen the knowledge of the factors linked with regulation of positive and negative affect. We hypothesized that the more children believe emotions are malleable, the higher is their tendency to regulate them and their enjoyment rather than anxiety or boredom in mathematics. Then, we expected emotions to be related to mathematics-related achievement. We involved 715 second and fourth-graders using self-report questionnaires and a standardized test to assess achievement. The beliefs in the malleability related to emotion regulation, which mediated the associations with achievement emotions; achievement emotions were linked to achievement and mediated the relation between emotion regulation and achievement. We highlight the importance to foster emotion regulation since the primary school, also though shaping the beliefs in the malleability of emotions.

在小学阶段，孩子们表现出乐趣减少，而焦虑和无聊则增加，从而对表现和幸福感产生不利影响。这表明需要加深对与调节积极和消极影响相关的因素的认识。我们假设儿童越相信情绪是可塑的，他们就越倾向于调节情绪和享受数学，而不是焦虑或无聊。然后，我们预计情绪与数学相关的成就有关。我们让 715 名二年级和四年级学生使用自我报告问卷和标准化测试来评估成绩。与情绪调节相关的延展性信念在与成就情绪的关联中起中介作用；成就情绪与成就相关，并在情绪调节与成就之间起中介作用。我们强调从小学开始就培养情绪调节的重要性，同时塑造对情绪可塑性的信念。