{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,25]],"date-time":"2026-03-25T12:49:35Z","timestamp":1774442975896,"version":"3.50.1"},"reference-count":60,"publisher":"MDPI AG","issue":"8","license":[{"start":{"date-parts":[[2024,8,3]],"date-time":"2024-08-03T00:00:00Z","timestamp":1722643200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"The Research Council of Norway","award":["01033"],"award-info":[{"award-number":["01033"]}]},{"name":"The Research Council of Norway","award":["UIDP\/04853\/2020"],"award-info":[{"award-number":["UIDP\/04853\/2020"]}]},{"name":"Portuguese Science and Technology Foundation (FCT)","award":["01033"],"award-info":[{"award-number":["01033"]}]},{"name":"Portuguese Science and Technology Foundation (FCT)","award":["UIDP\/04853\/2020"],"award-info":[{"award-number":["UIDP\/04853\/2020"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>Emotions and motivation are central to learning. Control\u2013value theory (CVT) and expectancy\u2013value theory (EVT) explain how emotions and expectations of success affect students\u2019 task engagement. Supported by these two frameworks, this study investigates the emotion profiles for maths among fourth- and fifth-grade students (N = 6778) from three European countries and their links to motivation and achievement. Methods: Using latent profile analysis (LPA), we analysed the emotional profiles in students, as well as their associations with gender, country, grade, motivation and maths achievement. Results: Five profiles emerged in the grade 4 data (Bored, Bored and Anxious, Moderate, Happy and Anxious). All five profiles were visible in the grade 5 data, coupled with an additional sixth profile, which appeared only in grade 5 (i.e., Apprehensive\u2013Happy). Girls were found more commonly in the Anxious profile and were less likely to appear in the Happy profile. Norwegian students were more prominent in the Bored and Moderate profiles. Conversely, Portuguese students stood out more in the Anxious profile and were less present in the Bored and Moderate profiles. The Serbian dataset did not stand out, with a particular pattern observed in grade 4. Nevertheless, Serbian fifth graders were overly visible in the Bored and Anxious profile and less present in the Happy and Apprehensive\u2013Happy groups. The Happy profile had higher scores for all task values except for cost and was, along with the Moderate profile, associated with higher achievement; the Bored and Anxious profile was associated with higher scores of cost value and lower achievement. Conclusions: A person-centred approach allowed for a more diverse view of how students experience emotions. These findings highlight the complex interplay between emotions, motivation and achievement, which is affected by cultural and educational contexts.<\/jats:p>","DOI":"10.3390\/educsci14080841","type":"journal-article","created":{"date-parts":[[2024,8,5]],"date-time":"2024-08-05T15:45:22Z","timestamp":1722872722000},"page":"841","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Scared, Bored or Happy? Latent Profile Analyses of Primary School Students\u2019 Academic Emotions about Math"],"prefix":"10.3390","volume":"14","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1427-6254","authenticated-orcid":false,"given":"Jelena","family":"Radi\u0161i\u0107","sequence":"first","affiliation":[{"name":"Department of Teacher Education and School Research, Faculty of Educational Sciences, University of Oslo, 0313 Oslo, Norway"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-7193-2284","authenticated-orcid":false,"given":"Francisco","family":"Peixoto","sequence":"additional","affiliation":[{"name":"Center for Research in Education (CIE-ISPA), ISPA\u2014Instituto Universit\u00e1rio, 1149-041 Lisbon, Portugal"}]},{"given":"Teresa","family":"Caetano","sequence":"additional","affiliation":[{"name":"Center for Research in Education (CIE-ISPA), ISPA\u2014Instituto Universit\u00e1rio, 1149-041 Lisbon, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8645-246X","authenticated-orcid":false,"given":"Lourdes","family":"Mata","sequence":"additional","affiliation":[{"name":"Center for Research in Education (CIE-ISPA), ISPA\u2014Instituto Universit\u00e1rio, 1149-041 Lisbon, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-9799-574X","authenticated-orcid":false,"given":"Mafalda","family":"Campos","sequence":"additional","affiliation":[{"name":"Center for Research in Education (CIE-ISPA), ISPA\u2014Instituto Universit\u00e1rio, 1149-041 Lisbon, Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3604-270X","authenticated-orcid":false,"given":"Ksenija","family":"Krsti\u0107","sequence":"additional","affiliation":[{"name":"Department of Psychology, Faculty of Philosophy, University of Belgrade, 11000 Belgrade, Serbia"}]}],"member":"1968","published-online":{"date-parts":[[2024,8,3]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"1653","DOI":"10.1111\/cdev.12704","article-title":"Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects","volume":"88","author":"Pekrun","year":"2017","journal-title":"Child Dev."},{"key":"ref_2","doi-asserted-by":"crossref","first-page":"1339","DOI":"10.3102\/0002831218786689","article-title":"Control-Value Appraisals, Enjoyment, and Boredom in Mathematics: A Longitudinal Latent Interaction Analysis","volume":"55","author":"Putwain","year":"2018","journal-title":"Am. 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