Students’ Achievement Emotions and Emotion Regulation Strategies Prior to High-Stakes Listening and Speaking Examinations

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Abstract

This study examined the achievement emotions and emotion regulation strategies of ninth-grade students in China as they prepared for the AI-scored integrated listening and speaking assessment of the High School Entrance Examination. Using a mixed-methods design with questionnaires, semi-structured interviews, and student reflective journals, this study of 790 ninth-grade students across five middle schools found that positive achievement emotions outweighed negative ones, with various emotion regulation strategies employed. The qualitative analysis of 12 students has shed light on the antecedents of their emotions and the specific strategies they employ. This underscores the need for cultivating positive achievement emotions and emotional regulation in education, further research should focus on optimizing student well-being and high-stakes assessment performance.

Authors

• Man Huang, Shaoguan No.1 Middle School

• Shuwan Shi, South China Normal University