The Development of Students' Achievement Emotions after Transition to Secondary School: A Multilevel Growth Curve Modelling Approach

Autor/inn/en	Meyer, Simon; Schlesier, Juliane
Titel	The Development of Students' Achievement Emotions after Transition to Secondary School: A Multilevel Growth Curve Modelling Approach
Quelle	In: European Journal of Psychology of Education, 37 (2022) 1, S.141-161 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Meyer, Simon) ORCID (Schlesier, Juliane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-021-00533-5
Schlagwörter	Secondary School Students; Foreign Countries; Psychological Patterns; Emotional Development; Academic Achievement; Track System (Education); Institutional Characteristics; Germany + Suchen Sie Ihr Suchwort? Sekundarschüler; Ausland; Gefühlsbildung; Schulleistung; Leistungsgruppe; Leistungsdifferenzierung; Deutschland
Abstract	This empirical study focuses on students' development of positive and negative achievement emotions during the first year and the beginning of the second year of secondary school. Using multilevel growth curve modelling, the development of the achievement emotions enjoyment, pride, anxiety, hopelessness and boredom during class in general was investigated. Data from 584 students (taken at three different time points during the first year and the beginning of the second year of secondary school in Germany) was analysed by controlling for gender and the type of school. The results confirm the main assumption: positive achievement emotions decline, whereas negative achievement emotions increase after transition to secondary school. The assumption regarding the effects of type of school was also confirmed: students entering a higher track school (German Gymnasium) experience more positive achievement emotions than students in middle track schools (German Realschule) do. However, the decline in these achievement emotions in higher track schools is comparatively worse than for students in middle track schools. The results are discussed with regard to students' further studies, as well as the wider educational implications. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01