Within persons, better-than-usual math grades positively predict subsequent enjoyment and pride, and enjoyment and pride positively predict subsequent grades¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2022 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? Grades had positive within-person predictive effects on subsequent enjoyment and pride, and enjoyment and pride had positive effects on subsequent grades. → Reinhard Pekrun 2022

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 · r3

RI-CLPM analysis of five annual waves (grades 5–9) from the PALMA study of 3,425 German students, with latent emotion constructs and covariates. The article reports that "grades had positive predictive effects on subse- quent enjoyment and pride" and the reverse, within persons.

"More specifically, grades had positive predictive effects on subse- quent enjoyment and pride, and enjoyment and pride had positive ef- fects on subsequent grades."

Discussion¶

Learner Variables¶

• Achievement Emotions — predictor: learners who differ on it differ in outcomes
• Interest — 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
• 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
• Within persons, grades negatively predict subsequent anger and hopelessness, and anger, anxiety, boredom, and hopelessness negatively predict subsequent grades — related
• Students use positive and negative achievement emotions as cues when making predictions about their comprehension — related
• Reciprocal relations: initial task engagement predicted later enjoyment in the Reverse model — 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
• Test performance predicts subsequent enjoyment, boredom, and anxiety in primary school students, but only anxiety relates reciprocally to performance — related