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Positive achievement emotions and their role in the academic achievement of high school students

The control-value theory of achievement emotions provides an integrative framework for antecedents and effects of emotions experienced in achievement and academic context. Current empirical evidence suggests that achievement emotions can influence students’ learning and academic performance. However, evidence on the effects of students’ positive emotions is scarce. Generally, positive achievement emotions are assumed to affect achievement positively, and the theory posits that the effects of emotions on academic achievement are mediated by a number of cognitive and motivational mechanisms. In order to better understand the role of positive achievement emotions in academic setting and their relationship with academic performance, the aims of this study were to examine: (1) the predictive value of positive achievement emotions (class- and learning-related enjoyment, hope and pride) in academic achievement of high school students, and (2) possible mediation effects of learning strategies (elaboration and rehearsal) in the relationship between positive achievement emotions and academic achievement. The research was conducted with second and third grade high school students (N=513) in Zagreb, Croatia. Measures used in the research were Achievement Emotions Questionnaire and Motivated Strategies for Learning Questionnaire. Grade point average was used as a measure of academic achievement. The results showed significant positive correlations of all positive achievement emotions with academic achievement and with both learning strategies. Academic achievement had significant positive correlation with elaboration, but not with rehearsal. Regression analyses showed that positive achievement emotions can predict academic achievement of high school students. Specifically, class-related achievement emotions accounted for 6.6% of the variance of academic achievement, with class-related hope as the only significant predictor. Learning-related achievement emotions accounted for 13.6% of the achievement variance, with learning-related pride as the only significant predictor. When testing the mediation effect of learning strategies in the relationship of positive achievement emotions and academic achievement, it was found that neither elaboration nor rehearsal were statistically significant mediators. The results only partially support the hypotheses. The findings suggest that nurturing positive achievement emotions in the educational context could have positive effects on achievement, as well as on other positive outcomes such as using efficient learning strategies. However, there is a need for further examination of their role in the academic setting with reciprocal relationship of these construct borne in mind.

positive achievement emotions ; academic achievement ; learning strategies

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