Achievement emotions and performance among university students

Abstract

Emotions are a permanent accompaniment of learning, experienced before, during, and after attending class, studying, or taking tests. The present study examined the relationships between learning-related emotions and school performance among university students. To collect data, the tools were AEQ (the scale concerning learning-related emotions), a scale for learning challenges (extracted from MSQL), and a socio-demographic questionnaire. The hierarchical regression indicated that school performance was explained by gender, residence, year of study, specialization, and four emotions: enjoyment, anxiety, boredom, and hopelessness. The results can be used by teachers to manage and control their classroom behavior.