This study examined how college students’ class-related achievement emotions are related to their tendencies to dissent about a college course. Student participants (N = 383) completed a survey about their worst course of the semester by reporting on their class-related achievement emotions and how they dissented about their class. Results from ordinary least squares regression analyses revealed that achievement emotions were uniquely associated with instructional dissent: (a) hope, pride, anger, and anxiety predicted expressive dissent scores, (b) anger, hopelessness, and boredom predicted rhetorical dissent scores, (c) and enjoyment, anger, anxiety, shame, and hopelessness predicted vengeful dissent scores. This study provides initial evidence suggesting that students’ feelings about a class are tied to their types of complaining.

中文翻译：

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教学异议是学生与课堂相关的成就情感的一种表达

这项研究探讨了大学生与课堂相关的成就情绪与他们对大学课程持异议倾向的关系。学生参与者（N = 383）通过报告与班级相关的成就情感以及他们对班级的异议，完成了关于他们本学期最差课程的调查。普通最小二乘回归分析的结果表明，成就情绪与教学异议有着独特的联系：（a）希望，骄傲，愤怒和焦虑预测表达异议分数，（b）愤怒，绝望和无聊预测修辞异议分数，（c ）和享受，愤怒，焦虑，羞耻和绝望预示着复仇的异议分数。这项研究提供的初步证据表明，学生对课堂的感觉与他们的抱怨类型有关。