Predicting Day-to-Day Changes in Students’ School-Related Affect From Daily Academic Experiences and Social Interactions
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...
Paper Details
Title
Predicting Day-to-Day Changes in Students’ School-Related Affect From Daily Academic Experiences and Social Interactions
Published Date
Aug 8, 2014
Volume
83
Issue
2
Pages
218 - 235
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Notes
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