High school students’ feelings: Discoveries from a large national survey and an experience sampling study

Abstract

We investigated students' feelings at high school in a nation-wide survey of 21,678 US students (study 1), and in a four-week study using experience sampling methodology (ESM) with 472 students across 5 high schools (study 2). Both studies combined mixed methods, including open-ended questions and rating scales (e.g., PANAS). In study 1, seventy-five percent of the feelings students reported in their responses to open-ended questions were negative. The three most frequently mentioned feelings were tired, stressed, and bored. Similar findings emerged with rated items, The prevalence of negative feelings was largely similar across demographic groups. Study 2 largely corroborated the findings from study 1. Although the retrospective measures showed similar results to study 1, the in-the-moment measures also showed frequent positive feelings. We discuss the findings in light of the 'sleep deprivation epidemic', the achievement motivation literature, and implications for the validity of state-and trait measures of academic emotions.

The impact of the COVID-19 pandemic on students’ feelings at high school, undergraduate, and postgraduate levels

“…Feelings play a significant role in psychological well-being of students hence directly affecting all aspects of their academic lives ( Health, 2016 ; Moeller et al., 2020 ; Phan et al., 2019 ). Specifically, positive feelings (e.g.…”

“…Specifically, positive feelings (e.g. enjoyment and interest) were found to be associated with students' attention, concentration, engagement, and persistence in learning activities which positively correlate with academic achievements ( Eccles, 2005 ; Moeller et al., 2020 ; Schiefele, 1996 ). On the other hand, negative feelings (e.g.…”

“…On the other hand, negative feelings (e.g. boredom, burnout, and anxiety) are known to diminish cognitive resources thus negatively impacting school performance and academic achievement ( Madigan and Curran, 2020 ; Moeller et al., 2020 ; Samuel and Burger, 2019 ). The SARS-CoV-2 widespread challenged the normal human life around the globe in 2020 ( Ng et al., 2020 ).…”

“…According to Cao et al., different levels of anxiety ranging from normal (~75%), to mild (~21%), and moderate (~3%) were recorded among students of Chinese college under quarantine due to COVID-19 widespread. A study among high school students revealed an overall report of stress (~29%), anxiety (~12%), and depression (~5%) ( Moeller et al., 2020 ). In fact, American College Health Association and World Health Organization (WHO) have reported that, even in regular academic periods, heightened psychological distress and mental disorders associated with attrition are common among college students, particularly when they are temporarily away from their schools ( Auerbach et al., 2016 ; Jarrett et al., 2012 ).…”

Evropská konference pedagogického výzkumu, 2.–6. září 2019, Hamburk

“…Rakouští badatelé zjistili, že zkušenosti s nižší sekundární školou jsou celkově pozitivní a nezávisejí na typu absolvované školy (tracku), ale liší se podle konkrétní školy. Naproti tomu jiná rozsáhlá studie žáků vyšších středních škol v USA uvádí, že tři čtvrtiny z nich mají ve škole negativní pocity, prožívají především únavu, stres a nudu (Moeller, 2020).…”