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<p>This study explored the profiles of achievement emotions among Chinese college students and how these profiles relate to learning motivation, learning engagement, and academic achievement based on the three-dimensional taxonomy of achievement emotions. Emotions were classified by valence, arousal, and object focus. Data were collected via online questionnaires in mid-semester from 839 undergraduate students (Mage = 19.82, SD = 1.40; 68.7% males) from 15 universities across China. Participants completed measures of achievement emotions, learning motivation, engagement, and self-reported academic achievement. Five profiles were identified using latent profile analysis (LPA): <i>positive</i> (16.09%), <i>nonemotional</i> (19.19%), <i>mildly negative</i> (33.02%), <i>severely negative</i> (7.39%), and <i>mixed</i> (24.43%). The BCH method revealed significant profile differences: students in the <i>positive</i> profile were the most motivated and engaged and had the best academic achievement. Compared to the <i>mixed</i> profile, students in the <i>nonemotional</i> profile had significantly lower motivation and engagement. Students in the <i>severely negative</i> profile were less engaged and experienced higher levels of deactivating emotions and retrospective outcome emotions, as well as lower levels of activity and prospective outcome emotions than students in the <i>mildly negative</i> profile. The results indicated that all three dimensions (valence, arousal, and object focus) and the total intensity of achievement emotions are associated with Chinese students’ learning.</p>

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Achievement emotion profiles and their associations with learning motivation, engagement, and academic achievement among Chinese college students

  • 期刊论文

  • 发表日期：

    2025年11月11日

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  • Jiaxin Yang,
  • Qian Wan,
  • Qingya Li,
  • Jianwen Chen

摘要

This study explored the profiles of achievement emotions among Chinese college students and how these profiles relate to learning motivation, learning engagement, and academic achievement based on the three-dimensional taxonomy of achievement emotions. Emotions were classified by valence, arousal, and object focus. Data were collected via online questionnaires in mid-semester from 839 undergraduate students (Mage = 19.82, SD = 1.40; 68.7% males) from 15 universities across China. Participants completed measures of achievement emotions, learning motivation, engagement, and self-reported academic achievement. Five profiles were identified using latent profile analysis (LPA): positive (16.09%), nonemotional (19.19%), mildly negative (33.02%), severely negative (7.39%), and mixed (24.43%). The BCH method revealed significant profile differences: students in the positive profile were the most motivated and engaged and had the best academic achievement. Compared to the mixed profile, students in the nonemotional profile had significantly lower motivation and engagement. Students in the severely negative profile were less engaged and experienced higher levels of deactivating emotions and retrospective outcome emotions, as well as lower levels of activity and prospective outcome emotions than students in the mildly negative profile. The results indicated that all three dimensions (valence, arousal, and object focus) and the total intensity of achievement emotions are associated with Chinese students’ learning.