Teacher observations indicated sustained engagement in cartoon lessons versus diminishing excitement and reported boredom in bibliotherapy lessons¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2013 · checked against its sources 2026-11-02 (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.
q2 i? The control group was initially receptive to bibliotherapy but excitement diminished markedly over lessons two through four, while cartoon-condition students were engaged from beginning to end. → Zousel 2013
Evidence¶
Zousel 2013¶
Zousel, M. L., Rule, A. C., & Logan, S. R. (2013). Teaching Primary Grade Students Perfectionism through Cartoons Compared to Bibliotherapy. International Electronic Journal of Elementary Education, 5(2), 199-218. www.iejee.com. https://eric.ed.gov/?id=EJ1070469
q2 · i? · causal · r2
Qualitative teacher observation of both conditions across four 30-minute lessons. Control students' remarks included 'This is boring,' and discussion prompts seemed ineffective at times, whereas cartoon students smiled, laughed, and shared personal examples during elbow partner time.
"Students taught about perfectionism through the use of cartoons were engaged in the lessons from beginning to end. There was an aura of excitement in the classrooms when the teacher said, ‘Time to pass out the cartoons we will be discussing.’"
Discussion¶
Learner Variables¶
- Achievement Emotions — outcome: instruction changes it
Related Claims¶
- Primary-grade students taught perfectionism concepts through cartoon analysis and production scored significantly higher on a posttest than students taught through bibliotherapy — related
- Students rated the cartoon condition as more enjoyable than bibliotherapy, though the difference was significant only at the alpha = 0.10 level — related
- During the course, curiosity, enjoyment, confusion and anxiety decreased over time, boredom increased, and surprise and frustration remained stationary. — related
- Student-completed cartoons served as evidence that students in the cartoon condition understood the perfectionism concepts taught — related
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