Predictors and outcomes of profiles of exam-related achievement emotions: A latent transition analysis

Empirical research shows that achievement emotions arise because of individual differences in control and value appraisals. The present longitudinal study investigates if students’ profile membership in their patterns of exam-related emotions is based on their domain-specific self-efficacy and value. In addition, the intensity with which students experience different emotions are also influenced by individual factors such as temperament. We therefore examine if more trait-like factors, such as trait-test anxiety and intolerance of uncertainty, are also related to profile membership over the course of one school year. Finally, we investigate how profile membership relates to academic performance.

Project management: Dr. Wendy Symes

Cooperation partners:
Prof. Dr. David Putwain, School of Education, Liverpool John Moores University
Prof. Dr. Stephanie Lichtenfeld