ArticleThe British journal of educational psychology2023
Changes in Chinese students' academic emotions after examinations: Pride in success, shame in failure, and self-loathing in comparison.
Article in The British journal of educational psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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10 citing papers in PubMed.
- Validation of the Shame Frequency Questionnaire in Turkish Medical Students.BMC medical education · 2026Article
- Emotional engagement as a mediator in design thinking-based entrepreneurship education: a control-value theory perspective on innovation and interpersonal competency.Frontiers in psychology · 2026Article
- Classroom and family ecology of academic achievement emotions: a cross-cultural comparison between China and Kazakhstan.Frontiers in psychology · 2026Article
- Survey of Preservice Teachers' Examination Stress Patterns: Contextualising the Transactional Stress Model in High-Stakes Testing.Health science reports · 2025Article
- How to face the problems leading to social negative emotions: a study on emotion regulation in online collaborative learning.BMC psychology · 2025Article
- Mindfulness, perceived social support, and suicidal ideation among Chinese adolescents: the mediating role of self-compassion.Frontiers in psychiatry · 2025Article
- The role of emotions in academic performance of undergraduate medical students: a narrative review.BMC medical education · 2024Review
- Academic Success at Social Costs: An Exploratory Study on Social Networks of Chinese Students under Academic Streaming.European journal of investigation in health, psychology and education · 2024Article
- Changes in Chinese students' academic emotions after examinations: Pride in success, shame in failure, and self-loathing in comparison.The British journal of educational psychology · 2023Article
- Unraveling the central and bridge psychological symptoms of people living with HIV: A network analysis.Frontiers in public health · 2022Article
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Abstract
backgroundSeveral attempts have been made to examine students' academic emotions (AEs) in Western contexts, but less is known about how students' self-reported emotions vary over time.
aimsThe study aimed to understand Chinese students' emotional responses to academic events and the impact of high-stakes testing on their AEs in the first year with a repeated-measures survey after the Semester 1 and Semester 2 mid-term examinations. SAMPLES: 351 first-year university students completed both surveys in an elite Chinese university, where the top 10% of first-year students were assigned to an honours programme.
methodsSelf-reported AEs survey responses were evaluated with confirmatory factor analysis. Invariance testing between honours and ordinary students and between semesters was used to examine between-group differences across time.
resultsA three-factor model of AEs (i.e., admired, shame, and self-loathing) was found in both semesters, with strong invariance between semesters. Mean scores between groups were equivalent and semester. However, self-loathing had the lowest mean (mean = 2.50; between mostly disagree and slightly agree), admired was at moderately agree (mean = 4.00), and shame was strongest at just over moderately agree (mean = 4.20).
conclusionsThis study reveals a three-factor structure of AEs and the stability of these emotions among highly successful Chinese learners. Despite being elite students, this sample of Chinese learners felt shame and pride in response to mid-term examinations.
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