Within persons, grades negatively predict subsequent anger and hopelessness, and anger, anxiety, boredom, and hopelessness negatively predict subsequent grades¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2–r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Grades had significant negative within-person effects on subsequent anger and hopelessness; anger, anxiety, boredom, and hopelessness had significant negative effects on subsequent grades. → Reinhard Pekrun 2022 q3 i? The effects of grades on anxiety, shame, and boredom, and the effect of shame on grades were not significant, though their direction was negative. → Reinhard Pekrun 2022 (2)

Evidence¶

Reinhard Pekrun 2022¶

Reinhard Pekrun, Herbert W. Marsh, Felix Suessenbach, Anne C. Frenzel, Thomas Goetz. (2022). School grades and students' emotions: Longitudinal models of within-person reciprocal effects. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101626

q3 · i? · associational · r2

RI-CLPM cross-lagged paths from the PALMA five-wave study (N = 3,425). The article reports "significant negative effects" of grades on anger and hopelessness and of these four negative emotions on grades, within persons.

"Grades had significant negative effects on subsequent anger and hopelessness; anger, anxiety, boredom, and hopelessness had significant negative effects on subsequent grades."

Reinhard Pekrun 2022 (2)¶

Reinhard Pekrun, Herbert W. Marsh, Felix Suessenbach, Anne C. Frenzel, Thomas Goetz. (2022). School grades and students' emotions: Longitudinal models of within-person reciprocal effects. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101626

q3 · i? · associational · r3

Same RI-CLPM models: several paths did not reach significance. The article notes "the direction of these effects was negative as well" despite non-significance; equivalence was not tested.

"The effects of grades on anxiety, shame, and boredom, and the effects of shame on grades were not significant."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Grades and positive affect show significant positive reciprocal within-person effects, and grades and negative affect show significant negative reciprocal effects — a broader claim this one bears on
• Positive academic emotions correlate positively with interest, effort, flexible learning strategies, and perceived self-regulation, while boredom and hopelessness correlate negatively with all of these motivational variables — related
• Greater anger, hopelessness, and negative emotions overall during reading are associated with poorer text comprehension, while positive emotions show no relation — related
• Within persons, better-than-usual math grades positively predict subsequent enjoyment and pride, and enjoyment and pride positively predict subsequent grades — related
• Within-person deviations of enjoyment and pride correlate positively with grade deviations (r = .12 to .55), and negative-emotion deviations correlate negatively (r = −.17 to −.44) — related
• Emotions measured early in the semester longitudinally predict cumulative grades and exam scores, with negative deactivating emotions (hopelessness, boredom) showing stronger coefficients than activating negative emotions — related
• 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 — related
• When enjoyment, boredom, and anxiety are modeled simultaneously, anxiety exerts the strongest predictive power for mathematics achievement — related
• Test performance predicts subsequent enjoyment, boredom, and anxiety in primary school students, but only anxiety relates reciprocally to performance — related