Which emotional profiles exhibit the best learning outcomes? A person-centered analysis of students’ academic emotions

Fraide A. GANOTICE, Jesus Alfonso D. DATU, Ronnel Bornasal KING

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

Previous studies on academic emotions have mostly used variable-centered approaches. Although these studies have elucidated the relationships between academic emotions and key academic outcomes, they cannot identify naturally-occurring groups of students defined by distinct academic emotion profiles. In this study, we adopted a person-centered approach to explore whether students can be grouped in terms of distinct academic emotion profiles and whether these groups differed in terms of key academic outcomes. Cluster analyses showed four distinct profiles across both domain-general (Study 1) and domain-specific (Study 2) academic emotions. Students with high levels of positive academic emotions and low levels of negative academic emotions exhibited the most adaptive educational outcomes followed by students characterized by high levels of positive emotions and moderately high levels of shame. The most maladaptive profile was exhibited by students who are low in positive academic emotions and high in negative academic emotions. Theoretical and practical implications are discussed. Copyright © 2016 The Author(s).
Original languageEnglish
Pages (from-to)498-518
JournalSchool Psychology International
Volume37
Issue number5
Early online dateJul 2016
DOIs
Publication statusPublished - Oct 2016

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Emotions
emotion
Learning
Students
human being
learning
student
Shame
studies (academic)
shame
Cluster Analysis
Group

Citation

Ganotice, F. A., Datu, J. A. D., & King, R. B. (2016). Which emotional profiles exhibit the best learning outcomes? A person-centered analysis of students’ academic emotions. School Psychology International, 37(5), 498-518.

Keywords

  • Academic emotions
  • Achievement
  • Engagement
  • Motivation
  • Person-centered approach