Faculty of Education & Social Work, The University of Auckland, Auckland, New Zealand.
Br J Educ Psychol. 2023 Mar;93(1):245-261. doi: 10.1111/bjep.12552. Epub 2022 Oct 14.
Several attempts have been made to examine students' academic emotions (AEs) in Western contexts, but less is known about how students' self-reported emotions vary over time.
The study aimed to understand Chinese students' emotional responses to academic events and the impact of high-stakes testing on their AEs in the first year with a repeated-measures survey after the Semester 1 and Semester 2 mid-term examinations.
351 first-year university students completed both surveys in an elite Chinese university, where the top 10% of first-year students were assigned to an honours programme.
Self-reported AEs survey responses were evaluated with confirmatory factor analysis. Invariance testing between honours and ordinary students and between semesters was used to examine between-group differences across time.
A three-factor model of AEs (i.e., admired, shame, and self-loathing) was found in both semesters, with strong invariance between semesters. Mean scores between groups were equivalent and semester. However, self-loathing had the lowest mean (mean = 2.50; between mostly disagree and slightly agree), admired was at moderately agree (mean = 4.00), and shame was strongest at just over moderately agree (mean = 4.20).
This study reveals a three-factor structure of AEs and the stability of these emotions among highly successful Chinese learners. Despite being elite students, this sample of Chinese learners felt shame and pride in response to mid-term examinations.
已有多项研究尝试在西方背景下考察学生的学业情绪（AEs），但对于学生的自我报告情绪如何随时间变化知之甚少。
本研究旨在了解中国学生对学业事件的情绪反应，以及高风险测试对他们第一学年中期考试后第一学期和第二学期两次重复测量调查中 AEs 的影响。
351 名大一学生在中国一所精英大学完成了这两项调查，其中前 10%的学生被分配到荣誉课程。
使用验证性因素分析评估自我报告的 AEs 调查结果。荣誉学生和普通学生以及两个学期之间的不变性检验用于检验跨时间的组间差异。
在两个学期中都发现了 AEs 的三因素模型（即钦佩、羞耻和自我厌恶），并且两个学期之间具有很强的不变性。组间和学期的平均得分相当。然而，自我厌恶的平均得分最低（平均得分为 2.50；在大多不同意和稍微同意之间），钦佩处于中等同意（平均得分为 4.00），羞耻处于略微超过中等同意（平均得分为 4.20）。
本研究揭示了 AEs 的三因素结构以及高成就的中国学习者中这些情绪的稳定性。尽管这些中国学习者是精英学生，但他们对中期考试感到羞耻和自豪。
