The Interplay between Emotions and Achievement

Recent longitudinal research has shown that elementary school students’ emotions and achievement are reciprocally linked over time. Specifically, enjoyment positively predicts subsequent achievement, and achievement positively predicts subsequent enjoyment. In contrast, boredom and anxiety show negative reciprocal linkages with achievement over time. Moreover, findings yield that enjoyment decreases, whereas boredom and anxiety remained relatively stable across the early years of schooling. The present project seeks to investigate which variables may account for these changes in emotions over time.

Project management: Prof. Dr. Stephanie Lichtenfeld