Student-teacher relationship quality and students' classroom emotions show reciprocal longitudinal associations over one year¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q3
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? T1 positive emotional experience predicted T2 relationship quality (β = 0.088) and T1 relationship quality predicted T2 positive emotional experience (β = 0.027), both significant. → Goetz 2021 q3 i? Constraining either or both reciprocal effects to zero significantly impaired model fit, supporting reciprocity. → Goetz 2021 (2)

Evidence¶

Goetz 2021¶

Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A., & Pekrun, R. (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students' emotions. Learning and Instruction, 71, 101349. https://doi.org/10.1016/j.learninstruc.2020.101349

q3 · i? · associational · r2

Cross-lagged panel models (Model 1) on two-wave data from 535 students assessed in grades 10 and 11 across four school domains, controlling for gender, age, and achievement. The article reports "a weaker but still significant association" from relationship quality to emotions. No standardized effect-size category is printed beyond the β coefficients.

"T1 positive emotional experience was associated with T2 relationship quality, β = 0.088, SE = 0.017, p < .001, and a weaker but still significant association between T1 relationship quality and T2 positive emotional experience was shown as well, β = 0.027, SE = 0.011, p = .011."

Goetz 2021 (2)¶

Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A. A., & Pekrun, R. (2021). Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students' emotions. Learning and Instruction, 71, 101349. https://doi.org/10.1016/j.learninstruc.2020.101349

q3 · i? · associational · r2

χ² difference tests compared the baseline reciprocal model against models with each cross-lagged path fixed to zero. The article states these constraints "significantly impaired model fit", supporting reciprocal rather than unidirectional associations.

"We found that constraining either one or both reciprocal effects in such a way significantly impaired model fit, ps ≤ .012."

Discussion¶

Related Claims¶

• Reciprocal associations between relationship quality and emotions are largely equivalent across school domains — a narrower finding that bears on this claim
• The strength of reciprocal relationship-emotion associations differs across discrete achievement emotions — a narrower finding that bears on this claim
• Students' emotional experience predicts later academic achievement, while relationship quality does not — related
• The reciprocal relations model fits better than unidirectional alternatives, supporting reciprocal causation between emotions and achievement — related