Test performance predicts subsequent enjoyment, boredom, and anxiety in primary school students, but only anxiety relates reciprocally to performance¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2021 · checked against its sources 2026-10-24 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? T2 mathematics test performance positively predicted T3 enjoyment and negatively predicted T3 boredom and anxiety, over and above autoregressive and cross-lagged relations; of the three emotions, only anxiety in turn predicted later performance. → Putwain 2021

Evidence¶

Putwain 2021¶

Putwain, D. W., Wood, P., & Pekrun, R. (2021). Achievement emotions and academic achievement: Reciprocal relations and the moderating influence of academic buoyancy. Journal of Educational Psychology. https://doi.org/10.1037/edu0000637

q3 · i? · associational · r3

In the reciprocal relations model with 1,242 primary students, test performance predicted all three subsequent emotions: "T2 mathematics test performance positively predicted T3 enjoyment" and negatively predicted boredom and anxiety, supporting a reciprocal cycle for anxiety. Only anxiety was reciprocal: T1 and T3 enjoyment and boredom did not significantly predict later test performance when the three emotions were modelled together. The design is a correlational cross-lagged panel, so the paths are predictive relations, not demonstrated causes.

"T2 mathematics test performance positively predicted T3 enjoyment over and above the auto-lagged relation with prior T1 enjoyment and the cross-lagged relations with prior T1 boredom and T1 anxiety."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Anxiety negatively predicts subsequent mathematics test performance in primary school students when emotions are modeled simultaneously — related
• When enjoyment, boredom, and anxiety are modeled simultaneously, anxiety exerts the strongest predictive power for mathematics achievement — related
• Academic buoyancy moderates the relation between anxiety and mathematics test performance, with performance highest when anxiety is low and buoyancy high — related
• Within persons, grades negatively predict subsequent anger and hopelessness, and anger, anxiety, boredom, and hopelessness negatively predict subsequent grades — related
• Within persons, better-than-usual math grades positively predict subsequent enjoyment and pride, and enjoyment and pride positively predict subsequent grades — related