Subject Specificity of Learning Emotions and Achievement Outcomes: How Feelings Impact Performance

• In Event: The Role of High-Impact Practices in Student Learning Outcomes

Abstract

This study investigates the subject specificity of achievement emotions by looking at the stability of the construct and the level of four learning emotions – Enjoyment, Anxiety, Boredom and Hopelessness –within a mathematics and statistics course, both within the same cohort as well as across different cohorts. Using a large sample (N=2337) over a three year period, we examine the extent to which these emotions can predict students’ performance on the course exam and the differences in the emotional experiences between the students. The present study reveals emotions, particularly hopelessness, and a prior mathematics background have a strong predictive value for exam performance over cohorts.

Authors

• Alexandra Corina Niculescu, Maastricht University

• Dirk Tempelaar, Maastricht University

• Jimmie Leppink, Maastricht University

• Amber Dailey-Hebert, Park University

• Mien Segers, Maastricht University

• Wim H. Gijselaers, Maastricht University