Observed shame expressions during challenging tasks predict greater teacher-rated social competence, work-related skills, and academic skills¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Shame expressions predicted greater social competence and work-related skills. → Berhenke 2011 q3 i? More shame expressions predicted greater math and reading skills. → Berhenke 2011 (2)

Evidence¶

Berhenke 2011¶

Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan. (2011). Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates. Early childhood research quarterly. https://doi.org/10.1016/j.ecresq.2011.04.001

q3 · i? · associational · r2

Hierarchical regression of observed motivation indicators on teacher-rated learning-related behaviors in 131 kindergarteners; the article reports "Shame expressions predicted greater social competence and work-related skills."

"Shame expressions predicted greater social competence and work-related skills."

Berhenke 2011 (2)¶

Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan. (2011). Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates. Early childhood research quarterly. https://doi.org/10.1016/j.ecresq.2011.04.001

q3 · i? · associational · r2

Regression on teacher-rated academic competence; the article notes emotion expressions as a group did not add significant predictive power, yet "more shame expressions predicted greater math and reading skills."

"While emotion expressions as a group did not increase the predictive power of the model at the p < .05 level, more shame expressions predicted greater math and reading skills."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Children showing high levels of negative externalizing emotions during the challenge task are rated as less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skills — related
• Observed motivation indicators predict student-teacher conflict but not closeness: less persistence, greater task competence, and more interest/arousal predict greater conflict — related
• Observed task persistence during challenging tasks predicts teacher-rated academic competence and learning-related behaviors in Head Start graduates — related
• Observed interest/arousal during challenging tasks predicts poorer teacher-rated social competence and more hyperactivity: the top third was rated least socially competent, and the top and middle thirds more hyperactive than the bottom third — related
• Observed anxiety expressions during challenging tasks predict lower teacher-rated work-related and self-regulation skills — related
• Observed help-seeking during the challenge task is unrelated to teacher-rated learning-related behaviors and academic skills — related