Students' emotional experience predicts later academic achievement, while relationship quality does not¶

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? T1 positive emotional experience predicted T2 academic achievement (β = 0.060, p < .001), but T1 relationship quality did not significantly predict T2 achievement (β = 0.033, p = .095). → 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

Cross-lagged panel model (Model 1) with achievement from student records (Swiss grades 1–6) as an outcome, in the sample of 535 students. The article reports the null path for relationship quality; equivalence was not tested.

"T1 positive emotional experience predicted T2 academic achievement, β = 0.060, SE = 0.014, p < .001, while T1 relationship quality did not significantly predict T2 academic achievement, β = 0.033, SE = 0.019, p = .095."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Student-teacher relationship quality and students' classroom emotions show reciprocal longitudinal associations over one year — related
• Math achievement and math anxiety show reciprocal longitudinal relationships in primary school children: achievement at T1 predicts anxiety at T2 and anxiety at T1 predicts achievement at T2 — related
• Social functioning fully mediates the relation between early effortful control and later academic achievement — related
• Anxiety negatively predicts subsequent mathematics test performance in primary school students when emotions are modeled simultaneously — related