Do Situational Academic Emotions Predict Academic Outcomes in a Lecture Course? | Zendy

Elina Ketonen | Zendy; Kirsti Lonka | Zendy

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Do Situational Academic Emotions Predict Academic Outcomes in a Lecture Course?

Author(s) -

Elina Ketonen,

Kirsti Lonka

Publication year - 2012

Publication title -

procedia - social and behavioral sciences

Language(s) - English

Resource type - Journals

ISSN - 1877-0428

DOI - 10.1016/j.sbspro.2012.12.144

Subject(s) - psychology , situational ethics , mediation , anxiety , course (navigation) , academic achievement , variance (accounting) , social psychology , developmental psychology , physics , accounting , astronomy , psychiatry , political science , law , business

This study explored the relationships between situational academic emotions, self-study time, and learning outcomes in a lecture course. The participants were 107 Finnish first-year teacher students in a student-activating educational psychology lecture course. Interest and exhaustion were positively related, whereas anxiety was negatively related to the grade awarded for the course. These three situational academic emotions explained overall 29% of the course grade and they still predicted significant variance in grades even with the influences of self-reported self- study time controlled. Finally, a mediation analysis revealed that interest mediated the relationship between self-study time and learning outcomes

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