2021/04/18 by Simon Meyer, Juliane Schlesier · 39 citations
paper · doi:10.1007/s10212-021-00533-5
published in European Journal of Psychology of Education 37(1), 141-161 (Springer Science and Business Media LLC)
crossref issued 2021/04/18 · crossref published 2021/04/18 · crossref published-online 2021/04/18 · crossref created 2021/04/18 · crossref published-print 2022/03/01 · crossref deposited 2023/11/02 · crossref indexed 2026/08/05
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.