Kristia Loderer stellt für das Psychologische Fachkolloquium die Ergebnisse einer Studie dar, die untersucht hat, wie Schüler beim Umgang mit leistungsbezogenen Emotionen unterstützt werden können.

Given the importance of achievement emotions for students’ academic success and well-being, scholars are increasingly seeking to develop effective programs for equipping students with competencies for adaptively managing such emotions. To date, however, little is known about what kind of support, if any, students themselves perceive as useful. We thus conducted a needs assessment to explore the degree to which German lower secondary school students (N = 387) perceive a need for such training; how this need varies across students; and their preferences for training formats/content. Students’ responses revealed a discernible need for training; that this need is higher for students with higher levels of negative achievement emotions and relief, and with lower achievement; and discernible trends in students’ preferences for training formats, particularly with regard to opportunities for social interaction with peers. Implications for research and designing effective as well as appealing achievement emotion competence trainings will be discussed.