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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01 Jan 2017
TL;DR: The time is ripe for reflecting on the current study of the relationship between emotions and mathematics as mentioned in this paper An overview of contemporary literature on the topic is presented Empirical articles addressing emotional phenomena outside the mathematics anxiety domain are also reviewed Three issues are analyzed: the growth pattern of the literature, the contexts of mathematical activity in which emotions have been studied, and the research trends in the literature Most of the current literature has been produced during the last 20 years and seems to be growing rapidly.
Abstract: The time is ripe for reflecting on the current study of the relationship between emotions and mathematics An overview of contemporary literature on the topic is presented Empirical articles addressing emotional phenomena outside the mathematics anxiety domain are also reviewed Three issues are analyzed: the growth pattern of the literature, the contexts of mathematical activity in which emotions have been studied, and the research trends in the literature Most of the current literature has been produced during the last 20 years and seems to be growing rapidly The majority of studies address populations in elementary and secondary education There are three main research trends The most prominent one deals with emotional traits, and it focuses on emotional orientations and their relation to mathematics performance and other affective constructs The second, less frequent focus is on emotional states, and it investigates interactions between emotional, cognitive, and environmental factors when completing mathematical tasks The third, least studied, subject deals with emotional interventions, and it investigates methods of intentionally influencing emotions during mathematical activity These results are discussed and suggestions for future research are advanced
11 citations
TL;DR: In this paper, the authors investigated the role of narrative and aesthetics in enhancing perceived learning through psychological flow and found that narratives and aesthetics positively influence the perceived learning by facilitating a state of psychological flow.
Abstract: Purpose: This study uses a critically acclaimed digital game as an instructional tool to explore the role of emotional design elements on psychological flow and perceived learning. Design/methodology/approach: The authors employ transportation theory to generate a set of antecedents of psychological flow and the theory of flow to connect the gaming experience to positive learning outcomes. The authors investigate the subjective learning experience of players with the use of a psychometric survey, and the authors employ structural equation modelling (SEM) to unearth the direct as well as the indirect effects amongst narrative, aesthetics, flow and learning outcomes. Findings: The findings of this study demonstrate that narrative and aesthetics in serious games positively influence the perceived learning by facilitating a state of psychological flow. Research limitations/implications: This study contributes to better understanding and theorizing the role of narrative and aesthetics on learning outcomes in the context of serious games. Practical implications: The findings of this study bear valuable implications for the design of serious games as they highlight the importance of elements often disregarded as not directly related to the learning process and are typically absent from the design of serious games. Originality/value: Prior studies have identified aesthetics and narratives as design elements that contribute to the perceived enjoyment of a game; this study empirically investigates the role of narratives and aesthetics in enhancing perceived learning through psychological flow.
11 citations
14 Dec 2015
TL;DR: In this article, a mixed-methods approach was used to investigate student perspectives on their school experiences and learning environment and identified the learning environment factors that impact student well-being in school.
Abstract: Indonesia’s education system is characterised by teacher-centred approaches and rote learning, and learning in school tends to focus on achieving academic standards and requirements of the curriculum Pressures are placed on students from teachers and parents to achieve good academic results – particularly in urban settings Teachers also tend to focus on effective ways to produce better test results rather than on student well-being and learning Within this educational context, this study addressed the issue of student well-being in school, often measured in terms of school satisfaction or school happiness Student happiness in school is important because happier students have been shown to learn better In researching this topic, a mixedmethods approach was used to investigate student perspectives on their school experiences and learning environment Student voice about their school experiences is a critical focus in this study, expressing a communicative power that highlights the realities of school life Emerging themes of this study identify the learning environment factors that impact student well-being in school Self-determination theory is used as a theoretical lens to differentiate school well-being in terms of hedonic perspectives – measured by level of school satisfaction and positive and negative affect, and eudaimonic perspectives – indicated by school happiness, and also by the fulfilment of basic psychological needs Furthermore, this theory is used to analyse the extent to which school provides a psychologically healthy school experience for students Despite most students reporting they are happy in school, their feelings of dissatisfaction also indicate that school experiences have not provided sufficient opportunity for them to satisfy their basic psychological needs Students in this study may experience happiness in school, but this may not necessarily yield the fulfilment of their need for competence, autonomy, and relatedness
11 citations
Cites background from "Perceived learning environment and ..."
...…cannot be limited to observable characteristics, such as instructional process or observed interaction between and, among students and teachers, but also requires consideration of subjective indicators, such as how students or teachers perceive their learning settings (Frenzel et al., 2007)....
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Dissertation•
01 Jan 2015
TL;DR: This paper conducted a case study of six primary school student-teachers over the period of their three year degree course and analysed their talk in relation to dominant discourses of mathematics education from within educational policy and mathematics education research.
Abstract: In this thesis, I answer the question how is the mathematical child produced within the becoming of primary school student-teachers in England, and how does this include and exclude people within the mathematics classroom. This question arises out of the problematic discourses that student-teachers are exposed to when embarking on their journey to become a teacher. In particular, I focus on discourses that arise from the domains of educational policy and mathematics education research. Educational policy is chosen as this study is set within the New Labour (1997-2010) neoliberal era of marketization, accountability and performativity. Mathematics education research is chosen as this knowledge often circulates unproblematically and with taken-for-granted ‘truths’. In addition, in my role as a university teaching fellow, I had noticed that these discourses were dominant and offered conflict.
To explore my research question, I carried out a case study of six student-teachers over the period of their three year degree course. I analysed their talk in relation to dominant discourses of mathematics education from within educational policy and mathematics education research. In order to unpack the truths that circulate, I stepped outside ‘enlightened’ epistemologies and instead, use a poststructural Foucauldian approach. This questions language and contends that meaning is produced within discourses. Furthermore, using Foucault, I contend that subjects become products of normalisation through governance rather than authoritarianism.
Overall, I argue that the mathematical child in much of mathematics education research and educational policy is absent yet present. This position of the mathematical child covertly underlies much of the discussions concerning the teaching and learning of mathematics. However, although the mathematical child is rarely spoken about, they are produced through discourses as a normalised cognitive performance of the mathematics classroom. Specifically, in New Labour’s educational policy the mathematical child is produced as functional, and often indistinguishable from a mechanical automaton. Whilst in much of mathematics education research the mathematical child is naturally mathematically curious; what I call ‘romantic’. This is produced through simplistic interpretations of discourses such as understanding, confidence and progress, which (inadvertently) normalise a discourse of ‘natural ability’. Within this, the student-teachers take on various aspects of discourses – such as ‘natural ability’ and normative progress - and ignore others, such as mathematics for all. This happens as the children the student-teachers meet, are neither functional, naturally curious, nor normative in their behaviour. It is this mismatch of expectation and experience that includes some, such as the naturally able, within mathematics and excludes others.
11 citations
TL;DR: In this paper, the authors analyzed both the pupils' and their teachers' actions, including pupils requesting help, sitting alone, and talking about mathematics, as well as the teacher helping, praising and criticizing.
Abstract: The aim of this article was to determine the factors in teachers’ actions that could explain differences in the emotional atmosphere of primary school classrooms. Based on pupils’ drawings about their mathematics lessons, we analyzed both the pupils’ and their teachers’ actions, including pupils requesting help, sitting alone, and talking about mathematics, as well as the teacher helping, praising and criticizing. We could conclude that the teacher has a central role in the formation of the emotional atmosphere in mathematics lessons. The emotional atmosphere can be built up to be positive when the teacher encourages the pupils to talk about mathematics and their own understanding with each other. The emotional atmosphere is then open and tolerant. The emotional atmosphere can turn to be negative when the pupils are working by themselves and are afraid of criticism and embarrassment.
11 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.
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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