Evidence map›Paper›PMID 36061491›Full record

ArticleSocial psychology of education : an international journal2022

Trajectories of scholastic well-being: The effect of achievement emotions and instructional quality in the first year of secondary school (fifth grade).

Ramona Obermeier, Juliane Schlesier, Simon Meyer, Michaela Gläser-Zikuda

Abstract read
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In one paragraph

Article in Social psychology of education : an international journal, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.

0numbers the graph read from it
0cells of the map it votes in
2citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

2 citing papers in PubMed.

  1. Article
  2. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

4 authors.

Ramona ObermeierDepartment for Educational Research, Linz School of Education, Johannes Kepler University Linz, Altenberger Str. 69, 4040 Linz, Austria.ORCID 0000-0001-7495-2360
Juliane SchlesierDepartment of Educational Sciences, Primary Education, University of Greifswald, Steinbecker Str. 15, 17487 Greifswald, Germany.ORCID 0000-0002-1873-2520
Simon MeyerDepartment of Education, Institute of Primary Education Research, University of Erlangen-Nuremberg, Regensburger Str. 160, 90478 Nuremberg, Germany.ORCID 0000-0002-7095-4649
Michaela Gläser-ZikudaDepartment of Education, School Education and Instructional Research, University of Erlangen-Nuremberg, Regensburger Str. 160, D-90478 Nuremberg, Germany.ORCID 0000-0002-3071-2995

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Due to their connections with positive educational outcomes, the maintenance of good health and scholastic well-being are highly relevant topics. However, to date, no studies have investigated developmental changes in scholastic well-being in the light of achievement emotions and instructional quality-although these predictors offer good approaches for intervention. A sample of

Indexed as

Achievement emotionsInstructional qualityScholastic well-beingSecondary school studentsTransition

Identifiers

PMID36061491
PMCPMC9425806

What OpenQuestion holds

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LicenceCC BY
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.