Open classroom climate is positively related to enjoyment and negatively related to anxiety and boredom in civic education, with no relation to shame¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Open classroom climate relates positively to enjoyment at both the within- and between-classroom level, negatively to anxiety at the within level and boredom at both levels, and shows no significant association with shame. → Graf 2023

Evidence¶

Graf 2023¶

Graf, E., Stempfer, L., Muis, K. R., & Goetz, T. (2023). Classroom emotions in civic education: A multilevel approach to antecedents and effects. Draft version 1.0, University of Vienna / McGill University (not peer-reviewed preprint). https://doi.org/10.1016/j.learninstruc.2023.101869

q3 · i? · associational · r3

Doubly-latent multilevel SEM on survey data from 1,117 students in 89 Austrian vocational-school classes. The analysis found "a positive relation between open classroom climate and enjoyment both on the within- and between-level" (R2w = .086, R2b = .840), significant negative associations with anxiety (within) and boredom (both levels), and no association with shame.

"Our analysis revealed a positive relation between open classroom climate and enjoyment both on the within- and between-level. This means that the more open a classroom climate is experienced relative to one's classmates, the more enjoyment is experienced"

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Activating emotions (enjoyment, shame, anxiety) relate positively and boredom negatively to intended political participation, with a significant indirect effect of classroom climate via enjoyment — related
• Enjoyment relates positively and shame, anxiety, and boredom relate negatively to political knowledge, but classroom climate is not significantly mediated via emotions for knowledge — related
• Climate-emotion associations and the enjoyment-participation indirect effect hold when controlling for topic emotions and discussion frequency, but some emotion-outcome paths do not — related