TY - JOUR
T1 - Trait and state math EAP (emotion, appraisals and performance) profiles of Dutch teenagers
AU - Sachisthal, M.S.M.
AU - Raijmakers, M.E.J.
AU - Jansen, B.R.J.
PY - 2021/7/1
Y1 - 2021/7/1
N2 - © 2021 The Author(s)The current study investigated emotion appraisal performance (EAP) profiles – which may occur due to the strong relation between these constructs – of Dutch teenagers (N = 384; mean age = 12.88) from upper secondary school. The EAP profiles included emotions, appraisals and performance on two levels of conceptualization: a more stable trait-level and an activity-related state-level. We used a model-based latent profile analysis to identify the mathematics-EAP profiles. On the trait level, two profiles emerged: a moderate profile and a maladaptive EAP profile. On the state level, across two different math task conditions, four learning profiles emerged: an adaptive profile, a moderate profile, a negative emotion, lower appraisals profile, and a bored, low value, slow EAP profile. Profile membership across levels was related, but not perfectly: Learners in the moderate trait learning profile were most likely in either the adaptive or the moderate state profile. Results of the person-centered analyses provide an indication of how the pattern of associations of appraisals, emotions and achievement may result in different learning profiles and how they relate across learning contexts.
AB - © 2021 The Author(s)The current study investigated emotion appraisal performance (EAP) profiles – which may occur due to the strong relation between these constructs – of Dutch teenagers (N = 384; mean age = 12.88) from upper secondary school. The EAP profiles included emotions, appraisals and performance on two levels of conceptualization: a more stable trait-level and an activity-related state-level. We used a model-based latent profile analysis to identify the mathematics-EAP profiles. On the trait level, two profiles emerged: a moderate profile and a maladaptive EAP profile. On the state level, across two different math task conditions, four learning profiles emerged: an adaptive profile, a moderate profile, a negative emotion, lower appraisals profile, and a bored, low value, slow EAP profile. Profile membership across levels was related, but not perfectly: Learners in the moderate trait learning profile were most likely in either the adaptive or the moderate state profile. Results of the person-centered analyses provide an indication of how the pattern of associations of appraisals, emotions and achievement may result in different learning profiles and how they relate across learning contexts.
U2 - 10.1016/j.lindif.2021.102029
DO - 10.1016/j.lindif.2021.102029
M3 - Article
VL - 89
JO - Learning and Individual Differences
JF - Learning and Individual Differences
SN - 1041-6080
M1 - 102029
ER -