Perceived classroom support: Longitudinal effects on students' achievement emotions

Abstract The current study examined cross-sectional and longitudinal relationships amongst perceived teacher and perceived peer support, cognitive appraisals, and three achievement emotions (enjoyment, anger, and boredom) in math classrooms using a full-panel design with two measurement points over a 1-year period. The participants were 548 5th and 7th grade students from nine public schools in Portugal. Relationships were analysed with structural equation modelling (autoregressive cross-lagged panel modelling). The results showed that students' perceived peer support positively predicted their positive value appraisals. Students' perceived competence positively predicted their enjoyment and negatively predicted their anger, whereas students' positive value appraisals negatively predicted their boredom. Moreover, the findings revealed significant effects of perceived classroom support on emotions. Students' perceived teacher support negatively predicted their boredom, whereas their perceived peer support positively predicted their enjoyment and negatively predicted their boredom. The findings are discussed regarding theoretical and practical implications.