Mastery-oriented and feedback-sensitive emotion profiles among written-translation MTI students in southeastern...

Area of Science:

• Educational Psychology
• Second Language Acquisition
• Translation Studies

Background:

• Achievement emotions are increasingly studied in second language learning.
• Limited research exists on how multiple emotions are organized in professional translation programs.

Purpose of the Study:

• To investigate enjoyment, anxiety, and boredom in written-translation students in Master of Translation and Interpreting (MTI) programs.
• To examine how these emotions are subjectively organized into shared emotion profiles.
• To interpret these profiles using control-value theory.

Main Methods:

• Thirty Master of Translation and Interpreting students participated.
• A Q-sort methodology with 36 statements on emotional experiences was employed.
• Data were analyzed using principal component analysis and varimax rotation.

Main Results:

• Two distinct emotion profiles emerged: mastery-oriented and feedback-sensitive.
• The mastery-oriented profile linked enjoyment to task engagement and personal growth.
• The feedback-sensitive profile connected enjoyment to external factors and anxiety to evaluative conditions; boredom was less defining.

Conclusions:

• Findings extend second language emotion research to professional translation training.
• Control-value theory effectively explains the identified emotion profiles.
• Profile-sensitive teaching is recommended to enhance perceived control and task value in translation education.