Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.
TL;DR: Heckhausen et al. as discussed by the authors used a multilevel approach to analyse relationships between perceived classroom environments and emotions in mathematics and found that environmental characteristics conveying control and value to the students would be related to their experience of enjoyment, anxiety, anger, and boredom in mathematics.
About: This article is published in Learning and Instruction.The article was published on 2007-10-01 and is currently open access. It has received 396 citations till now. The article focuses on the topics: Multilevel model & Boredom.
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TL;DR: In this article, the authors focus on selected new research findings from the past decade regarding how teachers, curricular tasks, and classroom environments, aspects of the school as an organization, and district policies and practices can play an instrumental role in adolescents' intellectual and social emotional development.
Abstract: Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of schooling, we focus on selected new research findings from the past decade regarding how (a) teachers, curricular tasks, and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practices can play an instrumental role in adolescents' intellectual and social–emotional development.
934 citations
TL;DR: A literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors.
559 citations
TL;DR: In this paper, confusion was experimentally induced via a contradictory-information manipulation involving the animated agents expressing incorrect and/or contradictory opinions and asking the human learners to decide which opinion had more scientific merit.
549 citations
TL;DR: This paper explored reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study with 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points.
Abstract: This study extends previous research on teachers’ self-efficacy by exploring reciprocal effects of teachers’ self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual learning support for students), and 2-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points. Although cross-sectional correlations between self-efficacy beliefs and characteristics of instruction were substantiated, the analyses only partially confirmed a causal effect of teachers’ self-efficacy on later instructional quality. Instead, the analyses revealed a reverse effect of instructional quality on teachers’ self-efficacy, with students’ experience of cognitive activation and teachers’ ratings of classroom management predicting teachers’ subsequent self-efficacy. Our findings emphasize the importance of examining teachers’ self-efficacy not only as a cause but also as a consequence of educational processes. Future research on teachers’ self-efficacy should take a longitudinal perspective with varying time lags, identify possible mediator variables, and consider other aspects of teacher competence beyond self-efficacy when examining the effects of instructional quality.
464 citations
23 Mar 2015
TL;DR: A review of the research on the development of children's motivation and engagement can be found in this paper, where the authors take a social-cognitive expectancy-value theoretical perspective to organize their discussion of this work.
Abstract: In this chapter we review the research on the development of children's motivation and engagement We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school We take a social-cognitive expectancy-value theoretical perspective to organize our discussion of this work We first discuss the development of children's motivation and engagement and take another look at the often-observed decline in motivation, focusing on new work showing different patterns in these declines among different groups of children We also discuss how children's motivation relates to their performance and choice, two kinds of outcomes of major importance to children's healthy development The second major section discusses gender, ethnic, and cultural differences in children's motivation and the important advances researchers have made in understanding these over the past 10 years
In the family and school socialization sections we focus on processes by which parents, teachers, and schools can impact children's motivation both positively and negatively We note the similarities of these processes across socializers: Providing appropriate challenges and emotional warmth and support, and having high expectations for children We discuss the need for more integrative studies of how parents and also teachers impact children's motivation We conclude the chapter with a discussion of important future directions: A continuing focus on culture and motivation, further examination of motivation in specific domains and contexts, a stronger focus on biological influences on the development of motivation, and a consideration of unconscious processes and their impact on the development of motivation
Keywords:
achievement;
culture;
development;
engagement;
family influences;
gender;
goals;
intrinsic motivation;
motivation;
school influences;
self-efficacy;
self-regulation;
values
448 citations
References
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Book•
03 Mar 1992TL;DR: The Logic of Hierarchical Linear Models (LMLM) as discussed by the authors is a general framework for estimating and hypothesis testing for hierarchical linear models, and it has been used in many applications.
Abstract: Introduction The Logic of Hierarchical Linear Models Principles of Estimation and Hypothesis Testing for Hierarchical Linear Models An Illustration Applications in Organizational Research Applications in the Study of Individual Change Applications in Meta-Analysis and Other Cases Where Level-1 Variances are Known Three-Level Models Assessing the Adequacy of Hierarchical Models Technical Appendix
23,126 citations
TL;DR: This chapter discusses Hierarchical Linear Models in Applications, Applications in Organizational Research, and Applications in the Study of Individual Change Applications in Meta-Analysis and Other Cases Where Level-1 Variances are Known.
19,282 citations
Book•
01 Apr 2002
TL;DR: This work focuses on the development of a single model for Multilevel Regression, which has been shown to provide good predictive power in relation to both the number of cases and the severity of the cases.
Abstract: 1. Introduction to Multilevel Analysis. 2. The Basic Two-Level Regression Model. 3. Estimation and Hypothesis Testing in Multilevel Regression. 4. Some Important Methodological and Statistical Issues. 5. Analyzing Longitudinal Data. 6. The Multilevel Generalized Linear Model for Dichotomous Data and Proportions. 7. The Multilevel Generalized Linear Model for Categorical and Count Data. 8. Multilevel Survival Analysis. 9. Cross-classified Multilevel Models. 10. Multivariate Multilevel Regression Models. 11. The Multilevel Approach to Meta-Analysis. 12. Sample Sizes and Power Analysis in Multilevel Regression. 13. Advanced Issues in Estimation and Testing. 14. Multilevel Factor Models. 15. Multilevel Path Models. 16. Latent Curve Models.
5,395 citations
"Perceived learning environment and ..." refers methods in this paper
...Since our sample was adequately large (both individuals and groups), we derived these correlations using Muthén’s pseudo-balanced approach to the scaled between-group covariance matrix (see Hox, 2002, p. 228; and Muthén, 2004, p. 44ff)....
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Book•
01 Jan 1986
TL;DR: For a long time, the authors have had the gnawing desire to convey the broad motivational significance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation.
Abstract: For a long time I have had the gnawing desire to convey the broad motivational sig nificance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation. Furthermore, recent investigations have yielded insights into the attributional determinants of affect, thus providing the impetus to embark upon a detailed discussion of emotion and to elucidate the relation between emotion and motivation from an attributional perspective. The presentation of a unified theory of motivation and emotion is the goal of this book. My more specific aims in the chapters to follow are to: 1) Outline the basic princi ples that I believe characterize an adequate theory of motivation; 2) Convey what I perceive to be the conceptual contributions of the perspective advocated by my col leagues and me; 3) Summarize the empirical relations, reach some definitive con clusions, and point out the more equivocal empirical associations based on hypotheses derived from our particular attribution theory; and 4) Clarify questions that have been raised about this conception and provide new material for still further scrutiny. In so doing, the building blocks (if any) laid down by the attributional con ception will be readily identified and unknown juries of present and future peers can then better determine the value of this scientific product."
4,327 citations
"Perceived learning environment and ..." refers background in this paper
...Yet, with the exception of test anxiety (e.g., Zeidner, 1998) and Weiner’s research on attributional antecedents of achievement-related emotions (e.g., Weiner, 1986 ), educational research has paid comparatively little regard to emotions, in particular to positive emotions (see Pekrun, Goetz, Titz, & Perry, 2002a)....
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...…with the exception of test anxiety (e.g., Zeidner, 1998) and Weiner’s research on attributional antecedents of achievement-related emotions (e.g., Weiner, 1986), educational research has paid comparatively little regard to emotions, in particular to positive emotions (see Pekrun, Goetz, Titz, &…...
[...]
4,163 citations