% Encoding: UTF-8
@COMMENT{BibTeX export based on data in FAU CRIS: https://cris.fau.de/}
@COMMENT{For any questions please write to cris-support@fau.de}
@article{faucris.238718628,
abstract = {
This empirical study focuses on students’ development of positive and negative achievement
emotions during the first year and the beginning of the second year of secondary school. Using
multilevel growth curve modelling, the development of the achievement emotions enjoyment,
pride, anxiety, hopelessness and boredom during class in general was investigated. Data from
584 students (taken at three different time points during the first year and the beginning of the
second year of secondary school in Germany) was analysed by controlling for gender and the
type of school. The results confirm the main assumption: positive achievement emotions
decline, whereas negative achievement emotions increase after transition to secondary school.
The assumption regarding the effects of type of school was also confirmed: students entering a
higher track school (German Gymnasium) experience more positive achievement emotions
than students in middle track schools (German Realschule) do. However, the decline in these
achievement emotions in higher track schools is comparatively worse than for students in
middle track schools. The results are discussed with regard to students’ further studies, as well
as the wider educational implications.
},
author = {Meyer, Simon and Schlesier, Juliane},
doi = {10.1007/s10212-021-00533-5},
faupublication = {yes},
journal = {European Journal of Psychology of Education},
keywords = {achievement emotions, secondary school, transition, multilevel growth curve modelling},
pages = {141-161},
peerreviewed = {Yes},
title = {{The} development of students’ achievement emotions after transition to secondary school: a multilevel growth curve modelling approach},
volume = {37},
year = {2021}
}