Within-person deviations of enjoyment and pride correlate positively with grade deviations (r = .12 to .55), and negative-emotion deviations correlate negatively (r = −.17 to −.44)¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3 · i1 small
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Enjoyment and pride showed significant positive within-person correlations with grades, ranging r = .12 to .55. → Reinhard Pekrun 2022 q3 i1 Anger, anxiety, shame, boredom, and hopelessness showed significant negative within-person correlations with grades, ranging r = −.17 to −.44. → Reinhard Pekrun 2022 (2)

Evidence¶

Reinhard Pekrun 2022¶

Reinhard Pekrun, Herbert W. Marsh, Felix Suessenbach, Anne C. Frenzel, Thomas Goetz. (2022). School grades and students' emotions: Longitudinal models of within-person reciprocal effects. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101626

q3 · i1 · associational · r3

Correlations of within-person centered scores extracted from the RI-CLPMs, PALMA sample (N = 3,425). The article prints the range "r = .12 to .55" with all ps < .001 for enjoyment and pride with grades.

"In addition, enjoyment and pride showed significant positive within-person correlations with grades (range r = .12 to .55; all ps < .001)."

Reinhard Pekrun 2022 (2)¶

Reinhard Pekrun, Herbert W. Marsh, Felix Suessenbach, Anne C. Frenzel, Thomas Goetz. (2022). School grades and students' emotions: Longitudinal models of within-person reciprocal effects. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2022.101626

q3 · i1 · associational · r3

Same within-person correlation analysis for the five negative emotions with grades, all significant at p < .001; the article prints the range "r = .17 to .44" for these negative associations.

"Anger, anxiety, shame, boredom, and hopelessness showed significant negative within-person correlations with grades (range r = .17 to .44; all ps < .001)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Grades and positive affect show significant positive reciprocal within-person effects, and grades and negative affect show significant negative reciprocal effects — related
• Within persons, better-than-usual math grades positively predict subsequent enjoyment and pride, and enjoyment and pride positively predict subsequent grades — related
• Emotions measured early in the semester longitudinally predict cumulative grades and exam scores, with negative deactivating emotions (hopelessness, boredom) showing stronger coefficients than activating negative emotions — related
• Within persons, grades negatively predict subsequent anger and hopelessness, and anger, anxiety, boredom, and hopelessness negatively predict subsequent grades — related
• Aggregated state emotions show no superior incremental predictive validity over self-reported traits for academic outcomes; traits corrected for states were only systematically correlated with criteria for enjoyment and somewhat for pride — related
• Test boredom correlates negatively with math grades but not with the math test score in Study 1 — related