Students use positive and negative achievement emotions as cues when making predictions about their comprehension¶

Claim · All claims
Evidence · 1 study · associational r2 · q3 · i2 medium
Currency · newest study 2023 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i2 Stronger positive emotions (enjoyment, hope, pride, positive emotions overall) were associated with higher predictions, and stronger negative emotions (anger, anxiety, shame, hopelessness, negative emotions overall) with lower predictions. → Prinz-Weiß 2023

Evidence¶

Prinz-Weiß 2023¶

Prinz-Weiß, A., Lukosiute, L., Meyer, M., & Riedel, J. (2023). The role of achievement emotions for text comprehension and metacomprehension. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09331-w

q3 · i2 · associational · r2

Correlational analyses in the same field study (N = 358) showed all achievement emotions except boredom (marginally significant) significantly related to predictions, with correlations ranging from small to medium-to-large (e.g., negative emotions r = -.34).

"The positive emotions (i.e., enjoyment, hope, pride, and positive emotions overall) were positively correlated with predictions, and the negative emotions (i.e., anger, anxiety, shame, hopelessness, and negative emotions overall) were negatively correlated with predictions."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Students also use achievement emotions as cues when making postdictions about their comprehension — related
• Stronger positive emotions are associated with more overconfident predictions, and stronger negative emotions (anxiety, shame, hopelessness) with more underconfident predictions — related
• Stronger positive emotions are associated with less underconfident postdictions, and anxiety and shame with more underconfident postdictions — related
• Greater anger, hopelessness, and negative emotions overall during reading are associated with poorer text comprehension, while positive emotions show no relation — related
• Three emotion profiles (positive, neutral, negative) differ in prediction and postdiction magnitude and accuracy, with the positive group most overconfident in predictions and least underconfident in postdictions — related
• Negative normative feedback lowered math performance indirectly via reduced hope — related
• Within persons, better-than-usual math grades positively predict subsequent enjoyment and pride, and enjoyment and pride positively predict subsequent grades — related