The strength of reciprocal relationship-emotion associations differs across discrete achievement emotions¶

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? Models allowing the reciprocal effects to vary across discrete emotions fit significantly better than the baseline model (∆χ²(5) = 15.39, p = .009 for emotions→relationship; ∆χ²(5) = 11.83, p = .037 for relationship→emotions). → 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. The article reports Model 6 "fitted our data significantly better than Model 1" and Model 8 likewise (∆χ²(5) = 11.83, p = .037), indicating the associations varied across the six discrete emotions.

"Model 6 allowed interactions of T1 positive emotional experience and dummy variables representing discrete emotions and fitted our data significantly better than Model 1, ∆χ²(5) = 15.39, p = .009."

Discussion¶

Related Claims¶

• Reciprocal associations between relationship quality and emotions are largely equivalent across school domains — 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 — a narrower finding that bears on this claim