The development of students\u2019 achievement emotions after transition to secondary school: a multilevel growth curve modelling approach

Simon Meyer,Juliane Schlesier

doi:10.1007/s10212-021-00533-5

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.

Highlights

Research on learning and instruction has focused mainly on cognitive factors, while non-cognitive aspects, such as achievement emotions, have generally been neglected (Pekrun 2016)
The results of the ANOVA and Fisher’s least significant difference (FLSD) reveal that the positive achievement emotions of enjoyment and pride decreased significantly, whereas the negative achievement emotions of anxiety, hopelessness and boredom increased significantly
Concerning changes in the positive achievement emotion of enjoyment during the first year and the beginning of the second year of secondary school, the models reveal that the effect of time (β = −0.19 (−0.21, −0.16), t(1167) = −14.13, p < .001) is highly significant, which indicates that enjoyment changes significantly

Summary

Introduction

Research on learning and instruction has focused mainly on cognitive factors, while non-cognitive aspects, such as achievement emotions, have generally been neglected (Pekrun 2016). Today it is widely acknowledged that students’ achievement emotions are important for learning and achievement in school. Students who experience positive achievement emotions show a higher level of well-being (Hascher 2007), apply more effective learning strategies that lead to better cognitive performance (Linnenbrink 2007), are often intrinsically motivated (Meyer and Gläser-Zikuda 2020; Deci and Ryan 2002), and demonstrate higher levels of school achievement (Goetz et al 2008; Pekrun and Perry 2014). The transition from primary to secondary school is associated with changes that affect organisational aspects (e.g. the course system and a higher number of students and classes), social aspects (e.g. new classmates) and educational aspects (e.g. less self-directed learning and autonomy) that may be related to an increase in negative achievement emotions and stress (Becker et al 2014; Dias and Sá 2014). The transition to secondary school is often conceptualised as a normative critical life event (Filipp 2001)

Methods

Results

Discussion

Conclusion