Classroom disciplinary problems are directly and negatively related to student achievement and to competence self-perceptions, test anxiety, and engagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Classroom disciplinary problems are directly and negatively related to verbal achievement and to all three motivation constructs considered. → Arens 2015

Evidence¶

Arens 2015¶

Arens, A. Katrin; Morin, Alexandre J. S.; Watermann, Rainer. (2015). Relations between classroom disciplinary problems and student motivation. Achievement as a potential mediator? Learning and instruction 39. https://doi.org/10.1016/j.learninstruc.2015.07.001

q3 · i? · associational · r2

Analyses of the German PIRLS 2006 sample (N = 7899) using doubly latent multilevel structural equation models. The article reports that "discipline problems are directly and negatively related to achievement and to all motivation constructs considered." No effect sizes are printed in the available text.

"The results demonstrated that discipline problems are directly and negatively related to achievement and to all motivation constructs considered."

Discussion¶

Related Claims¶

• Self-efficacy positively and test anxiety negatively predicted classroom grades, while test anxiety positively predicted cognitive strategy use but negatively predicted regulatory strategy use — related
• Verbal achievement mediates most relations between classroom disciplinary problems and motivation constructs — related
• Doubly latent multilevel structural equation models disaggregate disciplinary-problem effects at student versus classroom level — related