Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.

doi:10.1016/J.LEARNINSTRUC.2007.09.001

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Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.

Journal Article•DOI•

Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.

Anne C. Frenzel¹, Reinhard Pekrun¹, Thomas Goetz¹•Institutions (1)

Ludwig Maximilian University of Munich¹

01 Oct 2007-Learning and Instruction (Pergamon)-Vol. 17, Iss: 5, pp 478-493

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.

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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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Journal Article•DOI•

Relations between classroom disciplinary problems and student motivation: Achievement as a potential mediator?

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A. Katrin Arens, Alexandre J. S. Morin¹, Rainer Watermann²•Institutions (2)

Australian Catholic University¹, Free University of Berlin²

01 Oct 2015-Learning and Instruction

TL;DR: In this article, the authors examined the relation between classroom disciplinary problems in language classes, student achievement, and three facets of student motivation: competence self-perceptions, test anxiety, and engagement.

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58 citations

Cites background from "Perceived learning environment and ..."

...However, whereas Frenzel et al. (2007) report opposite relations between indicators of teaching quality and enjoyment of mathematics at the individual (positive) or classroom (negative) levels, the current study shows that perceptions of classroom disciplinary problems are negatively associated…...
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...These components have been found to display negative relations with educational outcomes including achievement, learning strategies, and effort (Frenzel et al., 2007; Zeidner, 1998)....
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...…also demonstrated that various facets of (in)efficient classroom management was significantly related to students’ achievement (e.g., Cameron Ponitz et al., 2009; Marsh et al., 2012), and motivation (e.g., Frenzel et al., 2007; Kunter et al., 2007; Patrick et al., 2007; Skinner & Belmont, 1993)....
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...The possibility that these associations could occur at both the individual student and classroom levels raises interesting perspectives deserving further investigation (Frenzel et al., 2007; Kunter et al., 2007; Marsh et al., 2012; Morin et al., 2014)....
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...For instance, Frenzel, Pekrun, and Goetz (2007) demonstrated positive relations between students’ inter-individual deviations in their perceptions of teaching quality and their enjoyment of mathematics lessons, but negative relations between class-average evaluations of teaching quality and…...
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Journal Article•DOI•

Self-efficacy, value, and achievement emotions as mediators between parenting practice and homework behavior: A control-value theory perspective

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Wenshu Luo¹, Pak Tee Ng¹, Kerry Lee¹, Khin Maung Aye¹•Institutions (1)

Nanyang Technological University¹

01 Aug 2016-Learning and Individual Differences

TL;DR: In this article, the mediational role of students' self-efficacy, value, and achievement emotions between parenting practices and homework behaviors was investigated from a control-value perspective, and the results of multiple-group structural equation modeling largely supported the hypothesized mediation model across gender groups.

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57 citations

Journal Article•DOI•

Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective

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Emma C. Burns¹, Andrew J. Martin¹, Rebecca J. Collie¹•Institutions (1)

University of New South Wales¹

01 Apr 2018-Contemporary Educational Psychology

TL;DR: The authors examined how two novel constructs, adaptability (for self-regulation) and goal setting (for goal setting), operate alongside the more traditional constructs of the triadic model of social cognitive theory (SCT) to predict students' academic gains over time.

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56 citations

Journal Article•DOI•

The role of affective and motivational factors in designing personalized learning environments

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ChanMin Kim¹•Institutions (1)

University of Georgia¹

01 May 2012-Educational Technology Research and Development

TL;DR: In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students' affective and motivational needs in order to promote personalized learning in online remedial mathematics courses.

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Abstract: In this paper, guidelines for designing virtual change agents (VCAs) are proposed to support students’ affective and motivational needs in order to promote personalized learning in online remedial mathematics courses. Automated, dynamic, and personalized support is emphasized in the guidelines through maximizing interactions between VCAs and individual students. The strategies that VCAs convey throughout the interactions are constructed to support emotion regulation and motivation based on theories and prior research on emotions and motivation. The availability and customizability of VCAs enable the strategies to be implemented in real-time and customized for individual students. Implications of the design guidelines for personalized, online learning contexts are discussed and future research directions are recommended as well.

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55 citations

Cites background from "Perceived learning environment and ..."

..., shame linked to an exam failure) (Pekrun et al. 2007)....
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Journal Article•DOI•

Academic boredom among students in higher education: A mixed-methods exploration of characteristics, contributors and consequences

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John Sharp¹, Brian Hemmings, Russell Kay², Barbara Murphy³, Sam Elliott³ - Show less +1 more•Institutions (3)

Leeds Beckett University¹, Charles Sturt University², Bishop Grosseteste University³

03 Sep 2017-Journal of Further and Higher Education

TL;DR: In this article, a mixed-methods exploration of academic boredom among 235 final year undergraduates attending a single university in England is presented, using the BPS-UKHE, a revised boredom proneness scale developed for use across the sector.

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Abstract: Academic boredom usually contributes adversely towards student engagement and performance across a diverse range of settings including universities. The formal study of academic boredom in higher education remains, however, a relatively underdeveloped field and one surprisingly neglected in the UK. Rooted in Control-Value Theory, details of a mixed-methods exploration of academic boredom among 235 final year undergraduates attending a single university in England are presented. Quantitative data included measurement using the BPS-UKHE, a revised boredom proneness scale developed for use across the sector. Qualitative data arose primarily from 10 research interviews. Findings indicate that about half of all respondents experienced the most common precursors of academic boredom at least occasionally; traditional lectures with a perceived excess and inappropriate use of PowerPoint stimulating the actual onset of boredom more than other interactive forms of delivery. Coping strategies included daydrea...

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55 citations

Cites background from "Perceived learning environment and ..."

...Work of a broadly similar nature has also been undertaken in schools (Goetz et al., 2006; Frenzel et al., 2007; Nett et al., 2010, 2011; Daschmann et al., 2011), with a critical review of boredom in schooling provided by Belton and Priyadharshini (2007)....
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References

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"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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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."

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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, &…...
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