Activating emotions (enjoyment, shame, anxiety) relate positively and boredom negatively to intended political participation, with a significant indirect effect of classroom climate via enjoyment¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Enjoyment, shame, and anxiety relate positively and boredom negatively to intended political participation at the within level; enjoyment mediates the climate-participation link positively, anxiety shows a significant negative indirect (competitive mediation) effect. → Graf 2023
Evidence¶
Graf 2023¶
Graf, E., Stempfer, L., Muis, K. R., & Goetz, T. (2023). Classroom emotions in civic education: A multilevel approach to antecedents and effects. Draft version 1.0, University of Vienna / McGill University (not peer-reviewed preprint). https://doi.org/10.1016/j.learninstruc.2023.101869
q3 · i? · associational · r2
Multilevel mediation models on intended political participation (N = 1,117, 90 classes). The article also reports that "shame revealed a positive association with participation (R2w = .131), and boredom related negatively to participation (R2w = .125)" at the within level.
"we found a significant positive indirect effect in the model of enjoyment (R2w = .266) and a significant negative indirect effect in the model of anxiety (R2w = .133) at the within level"
Discussion¶
Learner Variables¶
- Achievement Emotions — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Enjoyment relates positively and shame, anxiety, and boredom relate negatively to political knowledge, but classroom climate is not significantly mediated via emotions for knowledge — related
- Open classroom climate is positively related to enjoyment and negatively related to anxiety and boredom in civic education, with no relation to shame — related
- Climate-emotion associations and the enjoyment-participation indirect effect hold when controlling for topic emotions and discussion frequency, but some emotion-outcome paths do not — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
activating-emotions-political-participation-civic |
title |
Activating emotions (enjoyment, shame, anxiety) relate positively and boredom negatively to intended political participation, with a significant indirect effect of classroom climate via enjoyment |
description |
Activating emotions (enjoyment, shame, anxiety) relate positively and boredom negatively to intended political participation, with a significant indirect effect of classroom climate via enjoyment |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — graf-2023 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.