Achievement emotions and academic performance: longitudinal models of reciprocal effects
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Citations
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The Contribution of Reading Emotions to Reading Comprehension: The Mediating Effect of Reading Engagement Using a Structural Equation Modeling Approach.
References
Cutoff criteria for fit indexes in covariance structure analysis : Conventional criteria versus new alternatives
Alternative Ways of Assessing Model Fit
Fit indices in covariance structure modeling : Sensitivity to underparameterized model misspecification
An attributional theory of achievement motivation and emotion.
Sensitivity of Goodness of Fit Indexes to Lack of Measurement Invariance
Related Papers (5)
The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice
Frequently Asked Questions (17)
Q2. What future works have the authors mentioned in the paper "Running head: emotion and achievement 1 paper accepted for publication in: child development achievement emotions and academic performance: longitudinal models of reciprocal effects" ?
Nevertheless, several limitations should be considered when interpreting the study findings and can be used to suggest directions for future research. As such, although the present analysis used multi-wave longitudinal structural equation modeling and controlled for related variables and autoregressive effects, the possibility still exists that their findings are attributable to other variables that were not included in the study. To balance the benefits and drawbacks of different methodologies and make headway in this avenue of research, future studies should further pursue the approach taken herein while complementing this approach with experimental studies. Additionally, future research should explore if these findings generalize to emotions in achievement domains other than mathematics,
Q3. What is the loss of fit for the metric and residual invariance models?
For positive and negative affect, the loss of fit was CFI < .008, RMSEA < .004,and SRMR < .005 for the metric, intercept, and residual invariance models, demonstratingsupport for invariance for these second-order constructs as well.
Q4. What is the purpose of the proposed model of reciprocal effects?
In the proposed model of reciprocal effects, it is posited that effects of emotion on achievement are due to the influence of emotions on cognitive resources, motivation, and strategy use.
Q5. What was the loss of fit for the metric and intercept models?
When constraining autoregressive effects, cross-laggedeffects, and factor residual variances to be equal across time intervals, the loss of fit was CFI <.003, RMSEA < .001, and SRMR < .003 for all of the models.
Q6. What is the effect of doing well in school on students’ emotions?
More specifically, it appears that doing well in school can strengthen students’ positive emotions andreduce their negative emotions over time, whereas doing poorly in school undermines positive emotions and exacerbates negative emotions.
Q7. What are the advantages of using grades as sources of students’ emotional development?
from the perspective of grades as sources of students’ emotional development, they could be seen as having almost perfectreliability---grades, rather than objective achievement, provide the feedback that shapes students’ perceptions of success and failure and any development based on these perceptions.
Q8. What was the loss of fit for the metric invariance models?
The loss of fit for the scalarinvariance models was CFI < -.007,RMSEA < .004, and SRMR < .007 for all of theemotions, documenting that scalar invariance was supported as well.
Q9. What are the dimensions of emotion that are used to describe human affect?
Using these dimensions renders four groups of emotions: positive activating (e.g., enjoyment, hope, pride), positive deactivating (e.g., relaxation, relief), negative activating (e.g., anger, anxiety, shame), and negative deactivating (e.g., boredom, hopelessness).
Q10. What were the background variables included as covariates?
The background variables were included as covariates; for each of these variables, directional paths to all of the emotion variables and to all of the achievement variables were included.
Q11. What scales were used to measure students’ emotions in math?
Participants responded on a 1 (strongly disagree) to 5 (strongly agree) scale, and the scores were summed to form the emotion indexes (Alpha range .86 to .92 across all scales and measurement occasions; see Table 1).
Q12. What is the average influence of positive deactivating emotions on achievement?
notwithstanding individual differences regarding effects, the authors expect that the average overall influence of positive deactivating emotions on achievement is positive, and that the average overall influence of negative activating emotions is negative.
Q13. What is the way to estimate missing values?
FIML has been found to result in trustworthy, unbiased estimates for missing values even in the case of large numbers of missing values (Enders, 2010) and to be an adequate method to manage missing data in longitudinal studies (Jeličič, Phelps, & Lerner, 2009).
Q14. What is the effect of achievement on emotions?
Foreffects of achievement on emotion, this is to be expected, as success and failure are thought to impact the development of different positive and negative emotions in similar ways.
Q15. What is the relationship between achievement and control?
Because emotions are posited to influence achievement and achievement, in turn, toinfluence emotion, the two constructs are thought to be linked by reciprocal causation over time.
Q16. What is the significance of the present study?
The present study represents a significant advancement over previous research, because itdocuments reciprocal effects of emotion and achievement over time while controlling for general cognitive ability and critical demographic background variables.
Q17. What is the relationship between perceived competence and control?
Perceived competence and control depend on students’ individual achievement history,with success strengthening control and failure undermining it.