When enjoyment, boredom, and anxiety are modeled simultaneously, anxiety exerts the strongest predictive power for mathematics achievement¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2021 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · 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? With concurrent shared variance between emotions controlled, only anxiety showed reciprocal relations with mathematics achievement; enjoyment and boredom did not predict subsequent performance. → Putwain 2021
Evidence¶
Putwain 2021¶
Putwain, D. W., Wood, P., & Pekrun, R. (2021). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology. https://doi.org/10.1037/edu0000637
q3 · i? · associational · r2
In the simultaneous three-emotion SEM, "reciprocal relations with mathematics achievement were only shown for anxiety"; the authors attribute this partly to intercorrelations among emotions reducing unique variance for enjoyment and boredom.
"When the variance shared between emotions measured concurrently was controlled for in this way, reciprocal relations with mathematics achievement were only shown for anxiety."
Discussion¶
Learner Variables¶
- Academic Anxiety — predictor: learners who differ on it differ in outcomes
- Achievement Emotions — predictor: learners who differ on it differ in outcomes
- Affect Regulation — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Anxiety negatively predicts subsequent mathematics test performance in primary school students when emotions are modeled simultaneously — possibly the same claim (merge candidate)
- Test performance predicts subsequent enjoyment, boredom, and anxiety in primary school students, but only anxiety relates reciprocally to performance — related
- Within persons, grades negatively predict subsequent anger and hopelessness, and anger, anxiety, boredom, and hopelessness negatively predict subsequent grades — related
- Academic buoyancy moderates the relation between anxiety and mathematics test performance, with performance highest when anxiety is low and buoyancy high — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
anxiety-strongest-predictor-when-emotions-modeled-together |
title |
When enjoyment, boredom, and anxiety are modeled simultaneously, anxiety exerts the strongest predictive power for mathematics achievement |
description |
When enjoyment, boredom, and anxiety are modeled simultaneously, anxiety exerts the strongest predictive power for mathematics achievement |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2021 |
source_checked |
2026-10-24 |
generated |
by process:wiki-ingest on 2026-10-24 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — putwain-2021 |
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