AI 中文总结
本研究通过78名中学生的自我报告数据，识别出三种成就情绪画像，并发现教师面部表情影响画像转变，其中快乐表情促进适应性转变，愤怒表情导致失去动力，同时识别出准备度和认知克制为关键调节维度。
AI 中文摘要
成就情绪塑造了学生如何参与学术任务并从中学习，然而大多数研究考察的是单一情绪，而非共现的情感画像及其动态变化。我们考察了视频讲座中接触不同教师面部表情后潜在的成就情绪画像及其转变。来自78名七年级和八年级学生的自我报告数据揭示了三种画像：热情型、失去动力型和脆弱型。画像转变因教师条件而异，快乐表情更有利于适应性转变，而愤怒表情则促进向失去动力型的转变。探索性因子分析和贝叶斯结构建模进一步识别出准备度和认知克制作为与画像切换相关的调节维度。
英文摘要
Achievement emotions shape how students engage with and learn from academic tasks, yet most studies examine individual emotions rather than co-occurring affective profiles and their dynamics. We examined latent achievement-emotion profiles and their transitions following exposure to different instructor facial expressions during a video lecture. Self-reported data from 78 Grade VII and VIII students revealed three profiles: enthusiastic, demotivated, and vulnerable. Profile transitions differed across instructor conditions, with happy expressions favouring more adaptive transitions and angry expressions favouring transitions toward demotivation. Exploratory factor analysis and Bayesian structural modelling further identified preparedness and cognitive restraint as regulatory dimensions associated with profile switching.
