Reciprocal associations between relationship quality and emotions are largely equivalent across school domains¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Allowing the emotion-to-relationship effect to vary across domains did not improve fit (∆χ²(3) = 2.89, p = .408), and allowing the relationship-to-emotion effect to vary across domains likewise did not improve fit (∆χ²(3) = 6.93, p = .074). → Goetz 2021

Evidence¶

Goetz 2021¶

Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A., & Pekrun, R. (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students' emotions. Learning and Instruction, 71, 101349. https://doi.org/10.1016/j.learninstruc.2020.101349

q3 · i? · associational · r2

χ² difference tests in the cross-lagged panel analysis of 535 students tested domain interactions for both reciprocal paths. The article reports Model 5 "did not fit better than Model 1" and, for the reverse direction, Model 7 did not fit better (∆χ²(3) = 6.93, p = .074), supporting domain equivalence.

"Model 5 allowed interactions of T1 positive emotional experience and dummy variables representing school domains but did not fit better than Model 1, ∆χ²(3) = 2.89, p = .408."

Discussion¶

Related Claims¶

• The strength of reciprocal relationship-emotion associations differs across discrete achievement emotions — related
• Student-teacher relationship quality and students' classroom emotions show reciprocal longitudinal associations over one year — a broader claim this one bears on
• Specific emotion patterns: relationship quality predicts later enjoyment, pride, anger, and shame but not anxiety or boredom; earlier enjoyment, anger, boredom, shame, and anxiety predict later relationship quality — related
• The temporal asymmetry holds across gender and initial ability levels, with a cautious gender difference in the French lagged effect — related