Aggregated state emotions show no superior incremental predictive validity over self-reported traits for academic outcomes; traits corrected for states were only systematically correlated with criteria for enjoyment and somewhat for pride¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In semi-partial correlations with grades, intrinsic value, self-concept, and career orientation, self-reported traits corrected for aggregated states were only systematically correlated with external criteria for enjoyment and somewhat for pride. → Keller 2025

Evidence¶

Keller 2025¶

Keller, M. M., Yanagida, T., Lüdtke, O., & Goetz, T. (2025). How Similar Are Students' Aggregated State Emotions to Their Self-Reported Trait Emotions? Results from a Measurement Burst Design Across Three School Years. Educational Psychology Review. https://doi.org/10.1007/s10648-025-09995-1

q3 · i? · associational · r2

Semi-partial correlation analysis of incremental predictive validity in the three-wave study (N = 161), with outcomes of grades, intrinsic value, self-concept, and approach/avoidance career orientation. The article reports traits were "only systematically correlated to external criteria for students' enjoyment".

"Overall, self-reported traits (corrected for aggregated emotional states) were only systematically correlated to external criteria for students' enjoyment and somewhat for pride."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Self-reported trait emotions were rated significantly higher than aggregated states for some emotions and timepoints (anger, pride, shame, boredom), but the memory-experience gap did not hold uniformly and anxiety showed the reverse descriptive pattern — related
• Aggregated state emotions converge substantially but imperfectly with self-reported trait emotions, with averaged correlations ranging from r = 0.391 (shame) to r = 0.608 (boredom) — related
• Most variance in students' momentary classroom emotions lies at the within-person level, yet person-aggregated state measures are fairly reliable (ICC(2) from 0.735 to 0.901) — 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