Do Situational Academic Emotions Predict Academic Outcomes in a Lecture Course?

AbstractThis study explored the relationships between situational academic emotions, self-study time, and learning outcomes in a lecture course. The participants were 107 Finnish first-year teacher students in a student-activating educational psychology lecture course. Interest and exhaustion were positively related, whereas anxiety was negatively related to the grade awarded for the course. These three situational academic emotions explained overall 29% of the course grade and they still predicted significant variance in grades even with the influences of self-reported self- study time controlled. Finally, a mediation analysis revealed that interest mediated the relationship between self-study time and learning outcomes