This paper is based on the observation that emotional self-reports differ depending on the survey method used. According to Robinson and Clore (2002), these discrepancies are due to different sources of information which people access, when they are asked to report on current feelings versus feelings in general (see also Kahneman, 1999). In the latter case, reports derive from decontextualized, identity-related beliefs. Bieg et al. (2014) provided some evidence for this discrepancy in the field of education: Regarding mathematics, students’ self-reports were more pronounced for trait emotions than for state emotions. The academic self-concept appears to play a major role in explaining these differences. The focus of this paper is to replicate this finding with a dimensional approach of emotional experience, and to investigate further potential predictors – namely students’ affective attitude towards school. The database consists of 622 grade 6 students (49% female) responses. The scales used to measure emotional experience are based on the theory of Positive Activation (PA) and Negative Activation (NA; Watson et al., 1999). Data of state emotions were collected using the experience sampling method (Hektner et al., 2007). Students reported their current states several times daily during a school week. The other constructs were assessed using a conventional questionnaire. Analyses were done using latent different score models by applying a structural equation modelling approach. The findings indicate that both predictors have an effect on the differences between trait and state emotions in class. As the academic self-concept increases, the difference in PA and NA decreases. In contrast, effects of the attitude towards school are mixed. Whereas the discrepancy with regard to PA is greater for students who like going to school, it is smaller for NA. Finally, relevance of the results for research on emotions in education and implications for practice are discussed.

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