Keeping Up with the Classmates: Building a Nomological Network of Student Envy

• In Event: AERA Poster Session Thursday 2:15pm
  In Poster Session: Emotion, Identity, and Social Contexts in Learning

Abstract

Emotions play a key role in students’ lives and learning. Despite their importance, social achievement emotions, including envy, remain understudied. Drawing on the Dual Envy Theory, this longitudinal study examined a nomological network of student envy among 2,172 Austrian secondary school students. Our analyses revealed that environmental and student antecedents predicted both benign and malicious envy and showed opposite predictive patterns for outcome variables. Over six months, most antecedents lost their predictive power on the envy forms when earlier envy was considered, yet the distinct outcome patterns remained: malicious envy continued to predict detrimental outcomes. Our findings highlight the importance of distinguishing between envy forms and underscore the need for teacher education on student envy and its outcomes.

Authors

• Flora Fassl, University of Vienna

• Dayeon Jeong, Korea University - Brain and Motivation Research Institute

• Maximilian Hofleitner, University of Vienna

• Mimi Bong, Korea University

• Marko Lüftenegger, Universität Wien