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•

A pedagogical alliance for trust, wellbeing and the identification of errors for learning and formative assessment

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Jacqueline P. Leighton¹, Maria Clara Bustos Gomez•Institutions (1)

University of Alberta¹

16 Mar 2018-Educational Psychology

TL;DR: In this article, an experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' trust in the teacher, well-being in the learning environment and identification of confusion and errors for the purpose of learning, assessment and feedback.

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Abstract: Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source – teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students’ (a) trust in the teacher, (b) well-being in the learning environment and (c) identification of confusion and errors for the purpose of learning, assessment and feedback. A sample of 101 undergraduate students was randomly assigned to either an intervention (n = 51) or control (n = 50) condition in Elementary Statistics. Results indicated that a pedagogical alliance could be created to enhance student trust in the instructor, leading students to report greater well-being and a higher number of potential areas of confusion in their understanding of new content material relative to a control group. These results have implications for formative feedback, assessments, and by extension le...

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24 citations

Journal Article•DOI•

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Marja Eliisa Holm¹, Markku S. Hannula¹, Piia Maria Björn²•Institutions (2)

University of Helsinki¹, University of Eastern Finland²

07 Feb 2017-Educational Psychology

TL;DR: The authors examined the relation of mathematics performance and gender with seven mathematics-related emotions (enjoyment, pride, anger, anxiety, shame, hopelessness and boredom) among adolescents.

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Abstract: This study examined the relation of mathematics performance and gender with seven mathematics-related emotions (enjoyment, pride, anger, anxiety, shame, hopelessness and boredom) among adolescents. Using strict and lenient mathematics performance cut-off scores, respective groups of adolescents with mathematics difficulties (MD, n = 136), low (LA, n = 166) and typical mathematics performance (TA, n = 1056) were identified. Our results revealed that the MD group reported more shame than the LA group. The MD group also reported more negative emotions and less positive emotions than the TA group, with the exception of boredom, for which there was no statistically significant difference. The interaction effect between mathematics performance group and gender on emotions was significant. Only females with MD showed significantly higher levels of hopelessness and shame than females with LA, while males with LA even reported more boredom than males with MD. Concerning gender differences, males reported s...

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24 citations

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

...…has constantly revealed that females reported more negative emotions (mainly anxiety) than males in mathematics (e.g. Else-Quest et al., 2010; Frenzel et al., 2007a; Hembree, 1990; Kyttälä & Björn, 2010; OECD, 2004; Plenty & Heubeck, 2013; Stipek & Gralinski, 1991), our findings revealed…...
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...Frenzel et al. (2007a) found that fifth-grade females reported less enjoyment and pride, but more anxiety, hopelessness and shame in mathematics than males....
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...This is consistent with previous studies, which indicated that males reported more pride (Frenzel et al., 2007a; Stipek & Gralinski, 1991) and enjoyment (Frenzel et al., 2007a; Goetz et al., 2008) in mathematics than females....
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...Frenzel et al. (2007a) found that females reported more hopelessness, and less pride and enjoyment in the overall population....
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...There are a limited number of studies with an emphasis on gender differences in mathematics-related emotions other than anxiety (Frenzel et al., 2007a; Goetz et al., 2008; Stipek & Gralinski, 1991), and these studies often focused on primary school children....
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Journal Article•DOI•

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

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Rebecca Lazarides, Angela Ittel

20 Nov 2012-Child development research

TL;DR: This article explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics using a person-centered research approach.

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Abstract: Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this “challenging pattern.” Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.

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22 citations

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

...[29] conclude from their data that the relationships between perceived quality of instruction in mathematics classrooms and students’ emotional experiences in class predominantly function at the individual level and not at the level of averaged classroom experiences....
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...Conversely, research on effective teaching strategies often considers students’ perceptions aggregated on class level [16, 29]....
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...Referring to the high importance of students’ subjective experiences in their learning environments for successful learning processes [16, 29, 30] there is an urgent need for explorative studies on students’ individual patterns of perceived instructional quality and their associations to students’ learning....
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Journal Article•DOI•

The Dynamics of Real-Time Classroom Emotions: Appraisals Mediate the Relation between Students' Perceptions of Teaching and Their Emotions.

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Thomas Goetz¹, Melanie M. Keller², Oliver Lüdtke², Ulrike E. Nett³, Anastasiya A. Lipnevich⁴ - Show less +1 more•Institutions (4)

University of Vienna¹, Leibniz Association², University of Augsburg³, Queens College⁴

01 Aug 2020-Journal of Educational Psychology

TL;DR: In this article, the mediating role of control and value appraisals in the relation between students' perceptions of teaching and their academic emotions was investigated by using the experience sampling method complemented by within-person mediation analyses.

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Abstract: Guided by Pekrun’s (2006) control-value theory of achievement emotions, we investigated the mediating role of control and value appraisals in the relations between students’ perceptions of teaching and their academic emotions. To account for the highly fluctuating and dynamic nature of emotions, we used the experience sampling method complemented by within-person mediation analyses. In 2 studies, n = 122 (Study 1) and n = 149 (Study 2) high school students reported on their real-time perceptions of teaching characteristics (grouped into two second-order factors: supportive presentation style and excessive lesson demands), their control and value (intrinsic and extrinsic) appraisals, and their academic emotions of enjoyment, anxiety, and boredom (n = 1,520/2,669 assessments within students). Across the 2 studies, we found consistent results on the intraindividual level that are in line with an assumption of the control-value theory: Appraisals of control and value mediated the effects of perceived characteristics of teaching on academic emotions (e.g., supportive presentation style showed positive effects on control, which, in turn, showed positive effects on enjoyment). At the same time—and contributing to further developments of the control-value theory—the relative importance of direct and indirect effects (i.e., amount of mediation) differed across emotions. For example, there was a strong direct effect of supportive presentation style on enjoyment, but no effect on anxiety. Similarly, appraisals differed in their relative importance as mediators both within and across emotions (e.g., extrinsic value was mainly relevant for anxiety, whereas intrinsic value contributed to enjoyment and boredom). (PsycInfo Database Record (c) 2020 APA, all rights reserved)

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22 citations

Journal Article•DOI•

Discovering the Second Side of the Coin

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Matthias Ziegler¹, Kai T. Horstmann¹•Institutions (1)

Humboldt University of Berlin¹

16 Jun 2015-European Journal of Psychological Assessment

21 citations

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References

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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

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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.

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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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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.

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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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Ecological correlations and the behavior of individuals.

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W. S. Robinson¹•Institutions (1)

University of California, Los Angeles¹

01 Jun 1950-American Sociological Review

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