Examining the relation among cost, academic emotion, and achievement in mathematics

Today’s adolescents are digital natives. Information and knowledge are abundant and easily accessible. Learning a subject perceived to be difficult such as mathematics may present a relatively high cost and emotional burden. This study investigated the relations among cost, academic emotion, and performance in mathematics. A longitudinal survey of two waves was conducted among 754 (52.12% males) seventh grade Taiwanese students at both Time 1 and Time 2 with an average age of 12.59 years (SD =0.53) at Time 1. Mathematics academic emotions, cost, and academic performance were significantly correlated. Cross-lagged analysis revealed that mathematics academic emotions (MAE) predicted students’ mathematics performance but indirectly through perceived cost. Academic performance in mathematics was positively associated with subsequent mathematics academic emotions. A loop was detected between MAE and cost as well as cost and academic performance. This paper clarifies the interrelationships among these variables and reveals the crucial role of the perceived cost. Activities that aim to reduce students’ perceived cost of engaging in mathematics tasks will improve their learning emotions and mathematics achievement.