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, a longitudinal study of 1,559 secondary school students who completed standardized mathematics achievement tests, reported on their mathematics anxiety in terms of worry and emotionality, and their mathematics teachers' sensitivity in the fifth, sixth, and seventh grades.
Abstract: Mathematics anxiety is a problem for many secondary school students, and the accompanying worries and unpleasant affective reactions threaten their well-being. An extensive body of studies has found a negative correlation between anxiety and concurrent mathematics achievement. However, prior research on their longitudinal interplay has yielded inconsistent results. Furthermore, the question of how teachers’ instructional behavior could reduce anxiety and its negative associations remains open. In this regard, especially teacher sensitivity, that is, teachers’ awareness of students’ academic difficulties and emotional needs, could be a resource. Therefore, the present study drew on longitudinal data from N = 1,559 secondary school students who completed standardized mathematics achievement tests, reported on their mathematics anxiety in terms of worry and emotionality, and on their mathematics teachers’ sensitivity in the fifth, sixth, and seventh grades. To obtain a comprehensive picture, parents also rated their children’s anxiety, and report card grades were included as an additional indicator of achievement. The results of latent cross-lagged panel analyses showed reciprocal links between students’ mathematics anxiety, in particular their worry, and achievement. Notably, the results were consistent regardless of whether students or parents reported on anxiety. Regarding the question of how to intervene in this process, we found some evidence that teacher sensitivity was associated with decreases in students’ mathematics anxiety. This study emphasizes that mathematics anxiety is an important factor for secondary school students’ educational pathways and that teacher sensitivity has the possibility to intervene in this process. (PsycInfo Database Record (c) 2020 APA, all rights reserved)
20 citations
TL;DR: In this article, the authors examined students' experienced emotions in the lectures of the compulsory courses of Psychology, Linguistics and Physics, and the role of students' emotions, performance expectations, ability self-perceptions, value beliefs and estimated task-difficulty in the perception of their exam performance as successful or unsuccessful in the above courses.
Abstract: This study examined (a) students’ experienced emotions in the lectures of the compulsory courses of Psychology, Linguistics and Physics, (b) the role of students’ emotions, performance expectations, ability self-perceptions, value beliefs and estimated task-difficulty in the perception of their exam performance as successful or unsuccessful in the above courses, and (c) the role of students’ performance expectations, value beliefs, ability self-perceptions and perceived task-difficulty in the formulation of the emotions, and in the impact of the emotions on exam performance. The sample comprised 320 Early Childhood Education female students of 2nd and 3rd year. The results showed that the students experienced a rich variety, and a variation of intensity, of positive emotions in the lectures of the courses which positively influenced the perception of performance as successful or not (mainly, in Psychology). Similarly, value beliefs (not in Psychology) and competence beliefs (mainly, ability self-perception in Psychology, performance expectation in Linguistics, perceived task difficulty in Physics) discriminated the two groups of students in each course. Also, competence beliefs influenced the generation of emotions, but their predictive strength varied across the academic courses and within each academic course, while value beliefs proved weak predictor of emotions. In addition, emotions explained a significant amount of the variability in academic performance (particularly, in Psychology), and altogether, emotions, perceived task difficulty, value beliefs, and competence beliefs generated performance (least, in Linguistics). Finally, the effects of competenceand valuebeliefs in the impact of emotions on academic performance differed across the courses, in favoring Physics.
20 citations
TL;DR: Investigation of preservice teachers’ emotional experiences while interacting within a virtual scenario-based teacher-training system indicated that participants experienced higher positive and neutral emotions, higher emotional engagement, and a higher feeling of joy when they engaged in unexpected interactions than when they engage in expected interactions or no interactions.
Abstract: This study investigated preservice teachers’ emotional experiences while interacting within a virtual scenario-based teacher-training system called Simulation for Teaching Enhancement of Authentic Classroom beHavior Emulator (SimTEACHER). We created three types of interactions (no interaction, unexpected interaction, and expected interaction) within SimTEACHER and examined the influences of the interaction design on preservice teachers’ emotional responses in three aspects: key performance indicators (attention, emotional engagement, and sentiment), emotional valence (positive, neutral, and negative), and four basic emotions (joy, sadness, fear, and anger). Fourteen preservice teachers from a 4-year public university in southwestern South Korea participated in this study. The data of the participants’ emotional expressions were collected using the Emotient software, which has been widely used for automated facial expression recognition and analysis. A series of one-way repeated-measured Analysis o...
19 citations
01 Jan 2017
TL;DR: In this article, the role of perceived value in the development of interest is discussed and several indirect pathways through which the social context can also contribute to an individual's perception of value.
Abstract: It is tempting to consider the development of interest as an intra-individual process. That is, whether a person becomes interested in a topic can be attributed mostly to individual differences in temperament and personality characteristics. However, motivation in general, and interest development in particular, is also a social phenomenon that may be influenced by one’s interactions with people while engaging in the activity of interest. In this chapter, we first outline the role of perceived value in the development of interest. Second, we review a program of research designed to enhance interest by facilitating perceptions of value for an activity. Third, we discuss how other people in our lives both directly and indirectly influence value and, as a result, the development of interest. Although the majority of the extant research literature is focused on direct interventions to influence value, and thereby interest, we outline several indirect pathways through which the social context can also contribute to an individual’s perception of value. We encourage researchers to explore the direct and indirect influences of the social context on value through both observational and experimental studies so that we can discover additional mechanisms that help explain how interest develops.
18 citations
Dissertation•
01 Mar 2017
18 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, &…...
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4,163 citations