Relationships between inter- and intra-individual emotions and learning outcomes of vocational students

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. The present study highlights the crucial role of emotions, specifically enjoyment and boredom, in learning. By investigating 119 vocational students over 14 weeks, we discovered that enjoyment significantly predicts learning outcomes such as concentration and time spent learning, both across different individuals and within the same individual over time. On the other hand, while boredom negatively impacts satisfaction with learning, no significant effects were found within the same individual over time. These findings underscore the importance of fostering positive emotions like enjoyment in educational settings and the need to consider both differences between students and changes within students over time to enhance learning experiences and outcomes. • Differentiating between inter- and intra-individual relationships is important. • Inter- and intra-individual enjoyment positively predicted learning outcomes. • Inter-individual boredom predicted satisfaction; there was no intra-individual effect. • Intra-individual fluctuations do not always have an immediate effect.