Teacher enjoyment and anxiety show no significant condition differences¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Neither Intervention+ nor Intervention significantly differed from Control in changes in enjoyment or anxiety scores, though positive descriptive trends were observed in Intervention+. → Hughes 2026

Evidence¶

Hughes 2026¶

Hughes, A., Gerson, S. A., & van Schaik, J. E. (2026). Teacher-led robot intervention in early primary school classrooms improves pupil and teacher outcomes. Computers & Education, 242: 105510. https://doi.org/10.1016/j.compedu.2025.105510

q3 · i? · causal · r1

Multilevel analysis of teacher anxiety and enjoyment subscales across three timepoints found no significant condition × time interactions; the article notes "positive descriptive trends" in the Intervention+ group without significant effects.

"Despite positive descriptive trends, the model did not show a significant interaction effect of condition and time on teachers’ anxiety scores (see Table 3). Neither Intervention + nor Intervention significantly differed from Control."

Discussion¶

Learner Variables¶

• Interest — outcome: instruction changes it

Related Claims¶

• Over six months, English vocabulary, relative monitoring accuracy and metacognitive control improved, and boredom increased, while enjoyment and anxiety showed no significant change — related
• Students whose anxiety, surprise or enjoyment decreased over the course achieved more positive learning-outcome change than students with stable trajectories in those emotions. — related
• STAC intervention students showed a trend toward decreased anxiety relative to wait-list control students (p = .06) — related