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School grades and students’ emotions : Longitudinal models of within-person reciprocal effects
Pekrun, Reinhard Marsh, Herbert W. Suessenbach, Felix Frenzel, Anne C. Goetz, Thomas
Pekrun, Reinhard
Marsh, Herbert W.
Suessenbach, Felix
Frenzel, Anne C.
Goetz, Thomas
Abstract
Based on control-value theory, we expected reciprocal associations between school grades and students' achievement emotions. Existing research has employed between-person designs to examine links between grades and emotions, but has failed to analyze their within-person relations. Reanalyzing data used by Pekrun et al. (2017) for between-person analysis, we investigated within-person relations of students’ grades and emotions in mathematics over 5 school years (N = 3,425 German students from the PALMA longitudinal study; 50.0% female). The findings from random-intercept cross-lagged modeling show that grades positively predicted positive emotions within persons over time. These emotions, in turn, positively predicted grades. Grades were negative predictors of negative emotions, and these emotions, in turn, were negative predictors of grades. The within-person effects were largely equivalent to between-person relations of grades and emotions. Implications for theory, future research, and educational practice are discussed.
Keywords
emotion, grades, academic achievement, mathematics, within-person analysis
Date
2022
Type
Journal article
Journal
Learning and Instruction
Book
Volume
83
Issue
Page Range
1-18
Article Number
Article 101626
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Education and Arts
Relation URI
Source URL
Event URL
Open Access Status
Published as ‘gold’ (paid) open access
License
CC BY-NC-ND 4.0
File Access
Open