Momentary Emotion Profiles in High School Science and Their Relations to Control, Value, Achievement, and Science Career Intentions.

In the present study, latent profile analysis was used to identify profiles of momentary emotions for high school students in science classes (N = 244). Profiles were characterized by unique patterns of four emotions reported during high school science activities: happiness, excitement, boredom, and frustration. Momentary appraisals of control and value were examined as predictors, and outcomes included achievement on standardized science exams and science career intentions at the end of the year. Four profiles were identified, characterized by Negative, Positive, Moderate-Low Deactivated, and ModerateHigh All emotions. Control and value appraisals predicted distinct patterns of emotions, and emotion profiles were significantly associated with science career intentions at the end of the academic year and science test scores the following year. Results contribute to our understanding of the control-value theory by examining students' complex emotional experiences, and by assessing students' state emotions, momentary control and value appraisals, and important science outcomes.