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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Dissertation•
01 Jan 2010
TL;DR: In this article, the authors investigate how Finnish children describe their ideal school and learning environment and consider how their notions should be valued in the development of schools to better respond to the challenges of the future.
Abstract: This grounded-theory study reports on an investigation of how Finnish children describe their ideal school and learning environment and considers how their notions should be valued in the development of schools to better respond to the challenges of the future. The schoolchildren, aged 10 to 12, participated in the study by writing a story about a school in which they would be happy to study. Ninety-three children’s stories were coded and analyzed, and a model of the ideal school and learning environment based on their ideas was developed. This model school is called a Broadening and Empowering Learning Environment (BELE), and is designed to contribute to children’s physical, educational, cultural and socio-emotional well-being, and offer opportunities for fantasy and innovation, and employs creative and sports-based learning methods, among others, in both formal and informal settings. The study shows that children, as educational stakeholders, are well aware of the potential of modern schools and of the different aspects that would enhance their ability to learn and their satisfaction with schooling. keywords: ideal school; learning environment; children’s notions; groundedtheory study; the future school
28 citations
Cites background from "Perceived learning environment and ..."
...Thus, learning environments cannot be defined in terms of such observable characteristics as school buildings, materials used for instruction, and observed interactions between and among learners, but can be understood through students’ subjective perceptions (Frenzel et al. 2007; Roth 2000)....
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...Students’ perceptions of learning environment have, for instance, been found to be associated with a range of important outcomes, such as the subsequent learning behaviors of the students, and the quality of their learning outcomes (Anderman 2002; Doppelt & Schunn 2008; Frenzel et al. 2007; Könings, BrandGruwel & van Merrienboer 2005)....
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Journal Article•
TL;DR: A hypothesis, based on theoretical models for the appraisal of emotions, is that the learner's emotions can infer by analysing their actions with tools in the MOOC platform by being detected by four models proposed.
Abstract: Massive Open Online Courses (MOOCs) have grown up to the point of becoming a new learning scenario for the support of large amounts of students. Among current research efforts related to MOOCs, some are studying the application of well-known characteristics and technologies. An example of these characteristics is adaptation, in order to personalize the MOOC experience to the learner's skills, objectives and profile. Several educational adaptive systems have emphasized the advantages of including affective information in the learner profile. Our hypothesis, based on theoretical models for the appraisal of emotions, is that we can infer the learner's emotions by analysing their actions with tools in the MOOC platform. We propose four models, each to detect an emotion known to correlate with learning gains and they have been implemented in the Khan Academy Platform. This article presents the four models proposed, the pedagogical theories supporting them, their implementation and the result of a first user study.
28 citations
TL;DR: Investigation of the effectiveness of traditional, 2D and 3D game-based environments assessed by student achievement scores and student perceptions of the value of these learning environments revealed that all learning environments supported learning gains, with no differences among them.
Abstract: The aim of this study was to investigate the effectiveness of traditional, 2D and 3D game-based environments assessed by student achievement scores and to reveal student perceptions of the value of these learning environments. A total of 60 university students from the Faculty of Education who were registered in three sections of a required instructional design course participated in the study. Sections were randomly assigned to three groups: traditional, 2D and 3D game-based learning environments. 'Mayer's Multimedia Design Principles' learning unit was presented to all groups. Data were obtained through a pre-test, a post-test and a questionnaire. Results revealed that all learning environments supported learning gains, with no differences among them. Additionally, participants valued 2D game-based environments more than 3D game-based and traditional classroom environments. [ABSTRACT FROM AUTHOR]
28 citations
Journal Article•
TL;DR: This study explores the impact of using assessment items with competing theories to encourage students to practice evaluative reflection and collaborative argumentation in asynchronous discussions.
Abstract: This study explores the impact of using assessment items with competing theories to encourage students to practice evaluative reflection and collaborative argumentation in asynchronous discussions. Thirty undergraduate students from various departments worked in small groups and took turns collaboratively discussing the given item’s answer, reaching a consensus, and posting their consensual answer on the web. The remaining participants served as evaluators to reflect on the answer and provide comments. It was found that the students made significant progress in argumentation ability and conceptual understanding of related scientific content knowledge. In the beginning of the study, the group of students majoring in the sciences outperformed counterparts with non-science majors on the level of understanding of the assessment item’s scientific concepts. At the end of the semester, the differences diminished between the two groups both on conceptual understanding and in argumentation ability.
28 citations
Cites background from "Perceived learning environment and ..."
...As Frenzel et al. (2007) indicated from their study of 1623 students, there was a close relationship between environmental variables and students’ emotional experiences....
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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, &…...
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4,163 citations