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学校成绩和学生情绪：人与人内部相互效应的纵向模型 - ScienceDirect
Source: sciencedirect.com
Article summary:
1. This article examines the relationship between school performance and student emotions, using a longitudinal model of interpersonal interactions.
2. Results show that performance positively predicts positive math emotions, which in turn positively predict performance.
3. The findings suggest that teachers should pay attention to students' emotions, as feedback is an important driver of emotion in achievement settings.
Article analysis:
The article “School Performance and Student Emotions: A Longitudinal Model of Interpersonal Interactions” is generally reliable and trustworthy. It provides a comprehensive overview of the research on the relationship between school performance and student emotions, drawing on evidence from a longitudinal study conducted by Pekrun et al (2017). The article also presents a theoretical framework based on Control Value Theory (CVT) to explain how feedback can influence student emotions and vice versa.
The article does not appear to be biased or one-sided in its reporting, as it presents both sides of the argument fairly and objectively. It also provides sufficient evidence for its claims, citing relevant studies conducted by Pekrun et al (2017). Furthermore, the authors have explored potential counterarguments to their claims, such as the fact that feedback may not always lead to improved performance or positive emotions.
The only potential issue with the article is that it does not discuss any possible risks associated with relying too heavily on feedback for assessing student performance or emotion. This could be addressed by exploring how feedback can be used responsibly and ethically in educational settings.
In conclusion, this article is generally reliable and trustworthy due to its objective reporting style and thorough exploration of evidence from relevant studies.