Stability and change in the achievement emotion profiles of university students

Abstract

This study used latent transition analysis (LTA) to examine stability and change in the emotion profiles of university students during a two-semester course. Three positive emotions (i.e., hope, pride, and happiness) and five negative emotions (i.e., guilt, helplessness, anger, shame, and regret) derived from Weiner’s attribution theory of emotion (1985, 2007, 2018a, 2018b) were used to identify the emotion profiles of university students at the beginning (Time 1) and end (Time 2) of a two-semester course. We also examined changes in emotion profile memberships over time. Results showed 81% of participants remained in their Time 1 profiles at Time 2, with the majority classified in profiles defined by stable positive emotions or mixed emotions. ANCOVAs indicated that students in the stable positive emotion profile achieved better overall course performance than those with a stable mixed profile or a stable negative emotion profile. An ascending emotion transition profile (Time 1 mixed-to-Time 2 positive) performed better than a stable mixed emotion profile. The present findings extend our current understanding of multifaceted profiles of student emotion that can change over time.