Relationships between inter- and intra-individual emotions and learning outcomes of vocational students
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Author (Corporation)
Publication date
27.03.2025
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01A - Journal article
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Learning and Individual Differences
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Volume
120
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Elsevier
Place of publication / Event location
Amsterdam
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Abstract
Emotions are significant predictors of learning and academic achievement. However, much of the existing research has predominately focused on understanding inter-individual differences in students' emotions, overlooking the dynamic intra-individual processes that unfold over time. The present study aims to examine differences in inter- and intra-individual relationships of two learning emotions (enjoyment, boredom) and three facets of learning outcomes: concentration as a cognitive aspect of the learning process, learning time as a behavioral aspect, and learning satisfaction as an evaluative aspect. We collected weekly data of 119 vocational students over 14 weeks and used multilevel linear mixed effect models. Results revealed that inter-individual enjoyment positively predicted the three learning outcomes, while intra-individual enjoyment positively predicted concentration and learning time. Inter-individual boredom negatively predicted learning satisfaction, while intra-individual boredom was not a significant predictor. These results highlight the importance of enjoyment for the learning process and point to the more unclear role of boredom. Also, the findings emphasize the importance of differentiating between inter- and intra-individual relations.
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ISBN
ISSN
1041-6080
1873-3425
1873-3425
Language
English
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No
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Publication status
Published
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Peer review of the complete publication
Open access category
Hybrid
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Citation
Held, T., Mejeh, M., Putwain, D. W., & Hascher, T. (2025). Relationships between inter- and intra-individual emotions and learning outcomes of vocational students. Learning and Individual Differences, 120. https://doi.org/10.1016/j.lindif.2025.102682