Predicting Day-to-Day Changes in Students' School-Related Affect from Daily Academic Experiences and Social Interactions

Autor/in	Altermatt, Ellen Rydell
Titel	Predicting Day-to-Day Changes in Students' School-Related Affect from Daily Academic Experiences and Social Interactions
Quelle	In: Journal of Experimental Education, 83 (2015) 2, S.218-235 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0973
DOI	10.1080/00220973.2014.938855
Schlagwörter	Middle School Students; Student Experience; Family Relationship; Peer Relationship; Emotional Response; Success; Academic Failure; School Attitudes; Hierarchical Linear Modeling; Gender Differences; Change; Grade 5; Grade 6; Grade 7; Grade 8 + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Studienerfahrung; Peer-Beziehungen; Emotionales Verhalten; Erfolg; Geschlechterkonflikt; Wandel; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	This study examined the role that everyday academic successes and failures--and the interactions with family members and peers that follow these events--play in predicting day-to-day changes in children's emotional responses to school. Middle school students (N = 101; mean age = 11.62 years) completed daily assessments of their academic experiences, performance disclosures, perceptions of emotional support, and school-related affect. Data were analyzed using hierarchical linear modeling. Results indicated that students' daily academic experiences and social interactions varied by both sex and interaction partner, and that students' daily academic experiences and social interactions were predictive of day-to-day changes in both positive and anxious affect. The implications of these findings for students' interpersonal relationships and school adjustment are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01