Stability and change in the achievement emotion profiles of university students
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Stability and change in the achievement emotion profiles of university students Virginia M. C. Tze 1 & Lia M. Daniels 2 & Jeremy M. Hamm 3 & Patti C. Parker 2 & Raymond P. Perry 4 Accepted: 14 October 2020 # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract This study used latent transition analysis (LTA) to examine stability and change in the emotion profiles of university students during a two-semester course. Three positive emotions (i.e., hope, pride, and happiness) and five negative emotions (i.e., guilt, helplessness, anger, shame, and regret) derived from Weiner’s attribution theory of emotion (1985, 2007, 2018a, 2018b) were used to identify the emotion profiles of university students at the beginning (Time 1) and end (Time 2) of a two-semester course. We also examined changes in emotion profile memberships over time. Results showed 81% of participants remained in their Time 1 profiles at Time 2, with the majority classified in profiles defined by stable positive emotions or mixed emotions. ANCOVAs indicated that students in the stable positive emotion profile achieved better overall course performance than those with a stable mixed profile or a stable negative emotion profile. An ascending emotion transition profile (Time 1 mixed-to-Time 2 positive) performed better than a stable mixed emotion profile. The present findings extend our current understanding of multifaceted profiles of student emotion that can change over time. Keywords Emotions . Profiles . Achievement . University students . Latent transition analysis
The emotional toll of higher education can be high. While many students experience positive emotions like enjoyment and hope; others struggle with boredom or even anger (e.g., Helmich et al. 2011; Pekrun et al. 2011; Pekrun et al. 2002; Robinson et al. 2017). Never before have post-secondary institutions dealt with as complex an emotional landscape of their learners (Divecha and Stern 2016; Stoltzfus 2015). Specifically, Denovan et al. (2020) revealed that first year undergraduate students’ general positive emotions declined in the first three months, whereas general negative emotions Electronic supplementary material The online version of this article (https://doi.org/10.1007/s12144-020-01133-0) contains supplementary material, which is available to authorized users. * Virginia M. C. Tze [email protected] 1
Department of Educational Administration, Foundations and Psychology, University of Manitoba, Winnipeg, MB, Canada
2
Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada
3
Department of Psychology, North Dakota State University, Fargo, ND, USA
4
Department of Psychology, University of Manitoba, Winnipeg, MB, Canada
were relatively stable across a 6-month period among first year undergraduates (Denovan and Macaskill 2017). This is of particular importance as these newly admitted undergraduate students are just embarking on their post-secondary education journey. Recognizing the complex emotion journey, researchers (e.g.
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