Graphic-organizer vocabulary instruction raises positive achievement emotions (enjoyment, hope, pride) more than the C(2)QU contextual process in fourth-grade social studies¶

Claim · All claims
Evidence · 1 study · causal r1 · q2 · i1 small
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i1 Positive emotions of enjoyment, hope and pride were significantly higher in the graphic-organizers group than in the C(2)QU comparison group after treatment, with effect sizes d = .23 to .45. → İlter 2016

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

Quasi-experimental nonequivalent control group pretest-posttest study with fourth-graders (experimental N=23, control N=25) in Bayburt, Turkey; AEQ posttest ANOVA showed enjoyment (F=7.01), hope (F=9.77) and pride (F=7.21) significantly higher for the GOs group, "small to large (d= .23 to .45)".

"the results demonstrated that positive emotions such as enjoyment, hope and pride were significantly higher in the experimental group than in the comparison group after the treatment (p <.05). Effect sizes for the differences between the two groups were small to large (d= .23 to .45"

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Graphic-organizer instruction lowers negative achievement emotions (anxiety, boredom, anger) relative to C(2)QU, but differences in shame and hopelessness were not significant — related
• Students use positive and negative achievement emotions as cues when making predictions about their comprehension — related
• Students also use achievement emotions as cues when making postdictions about their comprehension — related