Contrary to prior situational-measure findings, female students in the ESM study reported lower positive and higher negative situational feelings, including significantly higher situational anxiety with a small effect (β = .158**) the authors question for practical relevance¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Female gender identity was associated negatively with most positive situational feelings (except happiness) and positively with most negative ones (except bored and afraid). → Moeller 2017 q2 i? Situational anxiety was significantly higher in female students, but the effect was small (β = .158**) and possibly not of practical relevance. → Moeller 2017 (2)

Evidence¶

Moeller 2017¶

Moeller, J., Brackett, M. A., Ivcevic, Z., & White, A. E. (2017). High school students' feelings: Discoveries from a large national survey and an experience sampling study. Preprint / self-archived. https://scholar.google.com/scholar?q=High+school+students%E2%80%99+feelings+Moeller+Brackett+Ivcevic+White

q2 · i? · associational · r2

Person-level multilevel regressions in the ESM study (472 students, 18,610 situational responses) with each feeling as an outcome. The article reports that "female gender identity was associated negatively with most positive feelings (except for happiness)"; coefficients were small and no standardized effect size beyond regression coefficients is printed.

"As Table 6 shows, female gender identity was associated negatively with most positive feelings (except for happiness) and associated positively with most negative feelings (except for bored and afraid)."

Moeller 2017 (2)¶

Moeller, J., Brackett, M. A., Ivcevic, Z., & White, A. E. (2017). High school students' feelings: Discoveries from a large national survey and an experience sampling study. Preprint / self-archived. https://scholar.google.com/scholar?q=High+school+students%E2%80%99+feelings+Moeller+Brackett+Ivcevic+White

q2 · i? · associational · r2

ESM regression of situational anxiety on gender. The article reports "the gender difference for situational anxiety was significant" with "β = .158**" and R2 = .026; the authors question its practical relevance, and no standardized effect size beyond the regression coefficient is printed.

"The small effect size (β = .158**) and the insignificant determination coefficient (R2 = .026) could imply that even though the gender difference for situational anxiety was significant, the effect was very small and possibly not of any practical relevance."

Discussion¶

Related Claims¶

• Learning strategies relate to test anxiety: persistence positively, environmental structuring negatively, time management not significantly, and women report higher test anxiety — related
• In experience sampling during lessons, tired was the only feeling rated above the scale midpoint, and positive feelings (calm, happy, relaxed) ranked second to fourth, ahead of stressed and bored — related
• Female students and students with lower prior achievement experienced more negative motivational changes — related