Dynamic changes in achievement emotions under policy intervention: a longitudinal data analysis of the Guangdong-Hong Kong-Macao Greater Bay Area

This study investigated the dynamic changes in five Achievement Emotions—enjoyment, pride, anger, anxiety, and shame—among compulsory education students in the Guangdong-Hong Kong-Macao Greater Bay Area before and after the implementation of the "Double Reduction" policy in China. Based on longitudinal data collected from multiple waves between 2017 and 2025, repeated measures ANOVA was employed to analyze emotional trajectories. The results showed that in the initial stage of policy implementation, students' enjoyment significantly increased and anger significantly decreased. However, in the later stage, anxiety continued to rise, while shame and anger showed signs of resurgence, indicating that emotional improvement was not linear or sustained. The trajectories of the five emotions exhibited diverse patterns, including V-shaped, Λ-shaped, U-shaped, L-shaped, and continuously increasing trends. This study reveals the complex effects of policy intervention on students' achievement emotions and highlights the need for educational practices to address students' latent stress and emotional regulation needs beyond simply reducing academic burden.