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¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Climate-emotion associations and indirect effects persist with controls, but the paths from class-related boredom to the outcomes and from class-related enjoyment to knowledge become non-significant. → 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 Draft version 1.0, University of Vienna / McGill University (not peer-reviewed preprint).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 · r2

Robustness checks adding topic emotions (enthusiasm, confusion, anxiety, boredom) and frequency of discussions as within-level controls. The article states: "The paths from class-related boredom to the outcome variables are in contrast to the models above, not significant if including these control variables. The same applies to the path from class-related enjoyment to knowledge."

"Reported results on associations between classroom climate and emotions and indirect effects hold when including topic emotions and the frequency of discussions in the model"

Discussion¶

Learner Variables¶

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

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
• Open classroom climate is positively related to enjoyment and negatively related to anxiety and boredom in civic education, with no relation to shame — related
• In the HghLBO profile, boredom and enjoyment lose nearly all predictive power for persistence, though they predict persistence in full-sample and multigroup analyses — related
• Including control and value variables substantially reduced the effects of student- and class-level achievement on enjoyment, consistent with control-value theory — related