Idiographic diary analyses show daily anxiety relates differently to learning variables in different students, with some students profiting motivationally from anxiety¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2002 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Intraindividual correlations over six weeks of daily measurements (N = 72) revealed that for many emotions relations were homogeneous across persons, but daily anxiety related differently to motivation in different students, positively for some and negatively for others. → Reinhard Pekrun 2002

Evidence¶

Reinhard Pekrun 2002¶

Reinhard Pekrun, Thomas Goetz, Wolfram Titz, & Raymond P. Perry. (2002). Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. https://doi.org/10.1207/s15326985ep3702_4

q2 · i? · associational · r?

Diary study with daily measurements over six weeks before and during final university exams. The distribution of intraindividual anxiety-motivation correlations (Figure 1) centered near r = -.01, spanning negative and positive values across individuals.

"we used data from our diary study (Pekrun & Hofmann, 1999) on exam-related emotions to conduct idiographic analyses by calculating intraindividual correlations within individual students over time (N = 72 students, daily measurements over 6 weeks before and during final university exams)."

Discussion¶

Learner Variables¶

• Academic Anxiety — predictor: learners who differ on it differ in outcomes
• Affect Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The anxiety–achievement correlation varies across types of language achievement measures — related