Table 2 Comparison of academic emotion groups across various variable dimensions.

From: Constructing a predictive model of negative academic emotions in high school students based on machine learning methods

 

Middle-low group

High group

95% CI

BF

ν

Rhat

Resilience

Gold planning

17.87 ± 3.79

15.74 ± 4.60

[-2.66, -1.56]

> 100

39.84

1

Affect control

18.17 ± 5.28

13.16 ± 4.85

[-5.76, -4.32]

> 100

41.62

1

Positive thinking

15.99 ± 3.02

14.42 ± 3.92

[-1.85, -0.97]

> 100

6.44

1.002

Family support

23.92 ± 4.45

22.66 ± 5.68

[-1.73, -0.39]

> 100

12.24

1.002

Help-seeking

19.39 ± 6.17

16.51 ± 6.51

[-3.72, -2.02]

> 100

45.72

1

Attribution style

Ability

17.33 ± 3.32

18.75 ± 3.77

[0.95, 1.87]

> 100

11.28

1.001

Effort

21.57 ± 3.98

21.24 ± 4.40

[-0.82, 0.21]

0.15

23.82

1.009

Background

13.66 ± 4.20

16.23 ± 4.67

[1.97, 3.14]

> 100

40.45

1

Luck

17.62 ± 4.07

19.61 ± 3.83

[1.44, 2.54]

> 100

28.15

1.007

Academic self-efficacy

Study ability self-efficacy

38.06 ± 7.77

32.40 ± 9.11

[-6.74, -4.53]

> 100

30.6

1.001

Study behavior self-efficacy

36.47 ± 5.99

32.73 ± 6.62

[-4.49, -2.84]

> 100

19.87

1

Teacher discipline style

Teacher response

32.64 ± 7.75

30.94 ± 7.93

[-2.85, -0.73]

8.7

32.79

1.001

Teacher requires

13.39 ± 5.52

14.79 ± 6.45

[0.42, 1.85]

> 100

3.74

1

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