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. Author manuscript; available in PMC: 2017 Jun 1.
Published in final edited form as: Emotion. 2016 Jan 11;16(4):553–566. doi: 10.1037/emo0000147

Figure 2.

Figure 2

(A) Model 1. Positive emotions in the classroom and at lunch and recess, MLR χ2 (116) = 162.76, p < .01, CFI = .98, RMSEA = .04, 90% CI [.02, .05]. (B) Model 2. Negative emotions in the classroom and at lunch and recess, MLR χ2 (118) = 204.88, p < .001, CFI = .96, RMSEA = .05, 90% CI [.04, .06]. For both Models 1 and 2, coefficients are standardized on a continuous scale. In these models, ovals represent latent variables and rectangles represent manifest variables. Nonsignificant paths are included in the model but paths are dashed to aid visual simplicity. Covariates: age, sex, ethnic minority, and SES.

+p < .10. *p < .05. **p < .01. ***p < .001.