Emotions measured early in the semester longitudinally predict cumulative grades and exam scores, with negative deactivating emotions (hopelessness, boredom) showing stronger coefficients than activating negative emotions¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2002 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? University students' emotions measured early in the semester predicted cumulative grades and final course exam scores; positive emotions predicted high achievement and negative emotions low achievement, except relief. → Reinhard Pekrun 2002

Evidence¶

Reinhard Pekrun 2002¶

Reinhard Pekrun, Thomas Goetz, Wolfram Titz, & Raymond P. Perry. (2002). Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. https://doi.org/10.1207/s15326985ep3702_4

q2 · i? · associational · r2

Longitudinal studies using AEQ trait or state scales with university students, with grades and written exam performance as achievement indicators. Positive emotions such as enjoyment, hope, and pride predicted high achievement.

"Moving beyond cross-sectional correlations, uni-versity students' emotions measured early in the semester predicted cumulative grades as well as final course exam scores at the end of the semester (Pekrun et al., 2000)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Positive academic emotions correlate positively with interest, effort, flexible learning strategies, and perceived self-regulation, while boredom and hopelessness correlate negatively with all of these motivational variables — related
• Within-person deviations of enjoyment and pride correlate positively with grade deviations (r = .12 to .55), and negative-emotion deviations correlate negatively (r = −.17 to −.44) — related
• Within persons, grades negatively predict subsequent anger and hopelessness, and anger, anxiety, boredom, and hopelessness negatively predict subsequent grades — related
• Achievement emotion regulation strategies relate to well-being, health, and academic achievement across three studies — related
• Students' decisions about feedback diverge by agreement and emotion type: agreeing with negative feedback with deactivating emotions lowered self-esteem and produced defensive behaviors, while disagreeing led to mastery-proving or defeatist resistance depending on whether emotions were activating or deactivating — related
• Test boredom correlates negatively with math grades but not with the math test score in Study 1 — related