Graphic-organizer instruction lowers negative achievement emotions (anxiety, boredom, anger) relative to C(2)QU, but differences in shame and hopelessness were not significant¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2 · i1 small
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Negative activity-related emotions of anger and boredom and the outcome emotion anxiety were significantly lower in the GOs group, with effect sizes d = -.38 to -.78 for the negative emotions overall. → İlter 2016 q2 i? Differences in shame and hopelessness between the groups were not statistically significant (p > .05). → İlter 2016 (2)

Evidence¶

İlter 2016¶

İlter, İ. (2016). The Power of Graphic Organizers: Effects on Students' Word-Learning and Achievement Emotions in Social Studies. Australian Journal of Teacher Education, 41(1). http://ro.ecu.edu.au/ajte/vol41/iss1/3

q2 · i1 · causal · r1

AEQ posttest analysis in the same quasi-experiment (N=48); a multiple comparison test showed anxiety, shame, boredom, hopelessness and anger lower in the experimental group, with effect sizes "medium to large (d= -.38 to -.78)" per Table 3.

"each vocabulary instruction had a significant effect on the two negative activity-related emotions of anger (F = 8.56, p <.05) and boredom (F = 5.67, p <.01) also one negative outcome on the emotions of anxiety (F= 9.21, p < .01)"

İlter 2016 (2)¶

İlter, İ. (2016). The Power of Graphic Organizers: Effects on Students' Word-Learning and Achievement Emotions in Social Studies. Australian Journal of Teacher Education, 41(1). http://ro.ecu.edu.au/ajte/vol41/iss1/3

q2 · i? · causal · r1

Same AEQ posttest analysis: although descriptively higher in the control group, the shame and hopelessness differences were reported as not significant; no effect size was printed for these two contrasts, so equivalence was not established.

"emotions of hopelessness and shame as negative outcome emotions were higher in the control group than in the experimental group. However, the differences between the two groups were not significant (p >.05)"

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Graphic-organizer vocabulary instruction raises positive achievement emotions (enjoyment, hope, pride) more than the C(2)QU contextual process in fourth-grade social studies — related
• The GOs advantage on the VKS is mixed across self-report levels: significant on Stages 2, 3 and 4 but not on Stage 1 — related