A Panel Structural Equation Model of the Effects of Trust and Sympathy on Learner Outcomes

• In Event: Poster Session 7
  In Poster Session: Division C Section 2a Poster Session 2: Motivational and Affective Processes

Abstract

The objective of the present paper is to report the results of a yearlong longitudinal study designed to address a gap in the research literature. Based on the Learning Errors and Formative Feedback (LEAFF) model (Leighton, Chu, & Seitz, 2013), the study was designed to explore the temporal relationships among a series of affective variables on student achievement, engagement and wellbeing. In particular, we investigated the effects of (a) student-reported trust for teachers, sympathy for peers, and intellectual self-sympathy on (b) teacher-reported student engagement, academic achievement in language arts, mathematics, science, and social studies, and student-reported wellbeing at school. We also examined the effects of student-reported extrinsic motivation and avoidance of errors on teacher-reported student engagement, academic achievement and wellbeing.

Authors

• Jacqueline P. Leighton, University of Alberta

• Qi Guo, University of Alberta

• Man-Wai Chu, University of Calgary

• Wei Tang, University of Alberta