Introduction. This study examined the predictive value of four learning-related emotions Enjoyment, Anxiety, Boredom and Hopelessness for achievement outcomes in the first year of study at university. Method. We used a large sample (N = 2337) of first year university students enrolled over three consecutive academic years in a mathematics and statistics course, from an undergraduate Economics and an International Business degree programs. Results. We first showed significant differences in the emotional experiences between the students who attended, and those who were absent from the final exam. Second, the present study found emotions to have a strong predictive value for student exam scores, particularly for learning hopelessness and a prior mathematics background. This relationship was consistent over three consecutive academic years. Discussion and Conclusion. Recommendations for improving educational practice have been formulated and are shared in this article.
|Number of pages||32|
|Journal||Electronic Journal of Research in Educational Psychology|
|Publication status||Published - 1 Jan 2015|