Emotions and Updating Ability in Students' Academic Achievement at Two Grade Levels

• In Event: AERA Poster Session 8
  In Poster Session: Affective Influences on Learner Success

Abstract

This study investigated the interplay of three achievement emotions (enjoyment, anxiety, and boredom) and updating in academic achievement across two grade levels. We focused on the moderating role of updating in the relationship between emotions and achievement. Two hundred seven 8th graders and two hundred four 11th graders completed the Achievement Emotions Questionnaire (Pekrun et al., 2005) and performed two updating tasks. Grade point average (GPA) was the measure of students’ academic achievement. Updating moderated the relationship between boredom and achievement in 8th graders, and between enjoyment and achievement in 11th graders. When 8th graders’ boredom interacted with low updating, students’ achievement gets worse. However, when 11th graders’ enjoyment combined with high updating, their achievement was greater.

Authors

• Sonia Zaccoletti, Università degli Studi di Padova

• Lucia Mason, University of Padua