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.
Citations
More filters
TL;DR: In this article, the influence of music during learning on the academic performance of undergraduate students was investigated, and more particularly influence of affects induced by music was found to be significantly higher than that of the control group.
36 citations
TL;DR: In this article, the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains, and evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom in the academic domains of mathematics and physics.
Abstract: Previous research indicates that academic emotions are largely organized along domain-specific lines. In the present study (N = 1,687; Grades 8/11), the authors explored the domain specificity of academic emotions in terms of the moderating influence of having the same versus a different course instructor across domains. The authors evaluated discrete emotions consisting of enjoyment, pride, anxiety, anger, and boredom as experienced in the academic domains of mathematics and physics. Consistent with previous findings, between-domain relations for these emotions were relatively weak. These relations were, however, significantly stronger in classes having the same instructor in mathematics and physics compared with classes having different instructors for each subject. Nevertheless, the between-domain relations in classes having the same instructor were not strong enough to disconfirm the domain-specific conceptualization of academic emotions. Last, the authors discuss directions for future research on add...
36 citations
TL;DR: In this article, a discussion of classroom disciplinary climate and its correlation to students' performance is presented, and the authors tend to assume that classroom disruptions interfere with the learning experience of students.
Abstract: Classroom disciplinary climate and its correlation to students’ performance is a widely debated issue. Policy reports tend to assume that classroom disruptions interfere with the learning experienc...
36 citations
Cites background from "Perceived learning environment and ..."
...Gender is also important in explaining the relation between classroom disciplinary climate and student academic achievement (Buchmann, DiPrete, & McDaniel, 2008; DiPrete & Buchmann, 2013; Frenzel et al., 2007)....
[...]
TL;DR: In this paper, the authors explored how and why emotion and feeling are central to college students' service-learning experiences and found wide-ranging and ever-changing breadth of emotion were experienced across and within participating college students, particularly emotional states that reflected Coles' hazards of "arrogance, anger, and bitterness" and satisfaction of "something done, someone reached".
Abstract: The interest in and acceptance of service-learning has insufficiently addressed the inextricable emotional linkage to all of its functions. Utilizing Coles’ (1993) conceptualization of the intricate role of emotion in service-learning, this study explored how and why emotion and feeling are central to college students’ service-learning experiences. Multiple data sources were collected across three consecutive semesters from a total of 42 college students who participated in the same service-learning program in southeastern United States. Inductive analyses revealed wide-ranging and ever-changing breadth of emotion were experienced across and within participating college students, particularly emotional states that reflected Coles’ hazards of “arrogance, anger, and bitterness” and satisfaction of “something done, someone reached.” Regardless whether satisfying or hazardous emotion states were felt, they were mainly the result of students’ previous service experiences and/or expectations. Implications of th...
35 citations
Cites background from "Perceived learning environment and ..."
...Results would reiterate the important, dynamic role of emotion already shown in education studies between K-12 students and teachers (Frenzel et al., 2007; Glaser-Zikuda & Fuss, 2008; McCaughtry, 2004a, 2004b, 2005, McCaughtry et al., 2006), but this time in university service-learning settings....
[...]
...The social interplay of emotional practice has been reported previously between teachers and students in the broader educational arena (Frenzel et al., 2007; Glaser-Zikuda & Fuss, 2008; McCaughtry, 2004a, 2004b, 2005, McCaughtry et al., 2006), and is now...
[...]
...The social interplay of emotional practice has been reported previously between teachers and students in the broader educational arena (Frenzel et al., 2007; Glaser-Zikuda & Fuss, 2008; McCaughtry, 2004a, 2004b, 2005, McCaughtry et al., 2006), and is now Carson and Domangue 149 extended with data…...
[...]
TL;DR: This article investigated gender differences in scholastic achievement (school grades in sciences and languages) as mediated by reasoning ability in a large sample with a clustered data structure from an educational context and found that while girls outperformed boys in languages, boys excelled in science and reasoning.
34 citations
References
More filters
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)....
[...]
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)....
[...]
...…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