Most variance in state achievement goals and emotions is situational (within-person) rather than between-person¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2016 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Intraclass correlations for state goals (.257-.332) and emotions (.204-.325) indicate most variance originated within persons across situations. → Goetz 2016

Evidence¶

Goetz 2016¶

Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115-125. https://dx.doi.org/10.1016/j.learninstruc.2015.10.007

q2 · i? · associational · r2

Preliminary variance decomposition of the ESM state data (Table 2; 1409 assessments nested in 120 students). The article reports the printed ICC ranges and concludes situational variation dominates; the ICCs are proportions of variance, not effect sizes.

"The ICCs for achievement goals and achievement emotions are similar in magnitude (ICCs range from .257 to .332 for goals, and from .204 to .325 for emotions). Thus, most of the variance in both constructs originated from situational variation within persons."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it

Related Claims¶

• Most variance in students' epistemic emotions was situational (within-person) fluctuation, with 18–37% due to between-person variability. — possibly the same claim (merge candidate)
• Most variance in students' momentary classroom emotions lies at the within-person level, yet person-aggregated state measures are fairly reliable (ICC(2) from 0.735 to 0.901) — possibly the same claim (merge candidate)
• Lower secondary students' situation-specific engagement varies most strongly between lessons within students, with smaller between-student variation — related