Activity Achievement Emotions and Academic Performance: A Meta-analysis

Achievement emotions are linked to academic, work, or sports achievement activities (activity emotions) and their success failure outcomes (outcome emotions). Recent evidence suggests that motivational, self-regulatory, cognitive processes crucial for academic success. Despite the importance of these emotions, syntheses empirical findings investigating relation with student scarce. We broadly review literature on a focus activity-related including enjoyment, anger, frustration, boredom, links educational two specific aims: aggregate all studies determine how strongly related those performance, examine moderators effects. A meta-analytical was conducted using systematic database 68 studies. The included 57 independent samples enjoyment (N = 31,868), 25 anger 11,153), 9 frustration 1418), 66 boredom 28,410). Results indicated positive between learning performance (ρ .27), whereas relations were negative both − .35) .25). For near zero .02). Moderator tests revealed activity stronger when (a) students in secondary school compared primary college, (b) measured by Emotions Questionnaires – Mathematics (AEQ-M). Theoretical practical implications discussed.