Anticipatory emotions and academic performance: The role of boredom in a preservice teachers' lab experience.

ABSTRACT: Affective experiences within academic contexts significantly influence educational outcomes. Despite this, the literature reveals a gap in generalising these effects to specific classroom activities, partly arising from the absence of suitable instruments to measure emotions in situational educational scenarios. Our study introduces an experience sampling method to measure sixteen discrete emotional states, deriving two scales for positive and negative activating emotions. Grounded in psychological and neuroscientific theories that integrate emotion with cognition, our research explores the interplay between prior knowledge, preservice teachers' anticipatory situational emotions, and subsequent learning in an experimental science education context. Analysing data from 269 preservice teache

SUBMITTER: Gomez-Ochoa de Alda JA 

PROVIDER: S-EPMC11762179 | biostudies-literature | 2025 Jan

REPOSITORIES: biostudies-literature