Exploring students’ perceived need and preferences for achievement emotion competence training

Abstract Given the importance of achievement emotions for students’ academic success and wellbeing, scholars are increasingly seeking to develop effective programs equipping students with competencies adaptively managing emotions. To date, however, little is known about what kind support, if any, themselves perceive as useful. We thus conducted a needs assessment explore degree which German lower secondary school ( N = 387) need such training; how this varies across students, possibly implying different implementation conditions; their preferences training formats/content. end, completed series self-report measures targeting demographics, emotions, perceived need, preferences. Students’ responses were analyzed quantitatively revealed discernible that higher levels negative (e.g., anxiety, disappointment) relief, achievement; trends in formats, particularly regard opportunities social interaction peers. Implications research designing well appealing emotion competence trainings discussed.