Academic emotions of Chinese students during education reform: A cross-temporal meta-analysis

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Abstract

China's education reforms might affect students' academic emotions (and hence their motivation and learning outcomes). This study examines Chinese adolescents' academic emotions across time via a cross-temporal meta-analysis of 96 studies published between 2004 and 2017. Our results indicate that in later years, adolescents' positive high-arousal and positive low-arousal emotions were higher, while negative low-arousal emotions were lower. Compared to 2004, positive high-arousal and positive low-arousal emotions in 2017 were both over half a standard deviation higher, while negative low-arousal emotions were over half a standard deviation lower. Positive high-arousal and positive low-arousal emotions were higher in later years in Eastern China but not in Central China and Western China. In later years, negative low-arousal emotions were lower in Eastern and Western China than in Central China. Gender differences were not significant. These results are consistent with both control-value theory and the claim that curriculum and instruction reform helped improve students' academic emotions in China. Copyright © 2020 The Author(s).
Original languageEnglish
JournalSchool Psychology International
Early online dateApr 2020
DOIs
Publication statusE-pub ahead of print - Apr 2020

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Citation

Lei, H., & Chiu, M. M. (2020). Academic emotions of Chinese students during education reform: A cross-temporal meta-analysis. School Psychology International. Advance online publication. doi: 10.1177/0143034320917170

Keywords

  • Academic emotions
  • Mainland China
  • Cross-temporal meta-analysis
  • Students