Trait and state math EAP (emotion, appraisals and performance) profiles of Dutch teenagers

M.S.M. Sachisthal, M.E.J. Raijmakers, B.R.J. Jansen

Research output: Contribution to JournalArticleAcademicpeer-review

Abstract

© 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.
Original languageEnglish
Article number102029
JournalLearning and Individual Differences
Volume89
DOIs
Publication statusPublished - 1 Jul 2021

Fingerprint

Dive into the research topics of 'Trait and state math EAP (emotion, appraisals and performance) profiles of Dutch teenagers'. Together they form a unique fingerprint.

Cite this