Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics
Year: 2015
Type: article
Study design: Observational Study
Abstract: Introduction. This study examined the predictive value of four learning-related emotions – Enjoyment, Anxiety, Boredom and Hopelessness for achievement outcomes in the first year of study at university.Method. We used a large sample (N = 2337) of first year university students enrolled over three consecutive academic years in a mathematics and statistics course, from an undergraduate Economics and an International Business degree programs.Results. We first showed significant differences in the emotional experiences between the students who attended, and those who were absent from the final exam. Second, the present study found emotions to have a strong predictive value for student exam scores, particularly for learning hopelessness and a prior mathematics background. This relationship was consistent over three consecutive academic years.Discussion and Conclusion. Recommendations for improving educational practice have been formulated and are shared in this article.
Institution: Maastricht University
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2258009723