Affective Profiles and Academic Success in a College Anatomy Course

• In Event: Poster Session 7
  In Poster Session: Division C Section 2a Poster Session 2: Motivational and Affective Processes

Abstract

A circumplex model consisting of valence (positive, negative) and activation (high, low) was used to explore the complex emotional experiences of students in the classroom and to examine the relation of affect to behavioral engagement, disengagement, and achievement. Undergraduate anatomy students (N = 278) reported their classroom-based emotions in the middle of the semester and engagement/disengagement near the end of the semester. Cluster analysis identified four profiles: positive, deactivated, neutral, and negative. Students in the positive and deactivated profiles were more engaged, less disengaged, and earned higher grades on all subsequent exams than those in neutral and negative profiles, which were equally maladaptive. The theoretical and practical importance of considering mixed emotional experiences is discussed.

Authors

• Kristy Amber Robinson, Michigan State University

• John Ranellucci, Michigan State University

• You-kyung Lee, Michigan State University

• Stephanie V. Wormington, Michigan State University

• William Saltarelli, Central Michigan University

• Cary J. Roseth, Michigan State University

• Lisa Linnenbrink-Garcia, Michigan State University