Managing Emotions When It Counts: Stress, Academic Achievement Emotions, and Perceptions of Instrumentality

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

Abstract

In this study we examine the relationships between students’ physiological response to an important midterm exam and academic achievement emotions and their thoughts about the importance of the course for the future goals (Perceptions of Instrumentality). To conduct the study we utilized alpha-amylase as a biomarker of psychological stress and established Academic Achievement Emotion and Perceptions of Instrumentality surveys. The findings provide insight into the positive effects of both activating and deactivating emotions as well as students’ perceptions of instrumentality on emotional self-regulation.

Authors

• Jenefer E. Husman, Arizona State University

• Katherine C Cheng, Arizona State University

• Maryann Elizabeth Barnes, Arizona State University

• Kurtis Espino, Arizona State University - Tempe