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, two-level linear analyses showed that the classroom disciplinary climate of schools significantly affected student mathematics achievement in the four Chinese economies, indicating that school and economy-level inequality were related to the classroom discipline.
Abstract: In the 2012 Programme for International Student Assessment, students from Shanghai, Hong Kong, Macao, and Taipei, where the classroom disciplinary climate of schools was relatively strict, were top performers in mathematics. In this study, two-level linear analyses showed that the classroom disciplinary climate of schools significantly affected student mathematics achievement in the four Chinese economies, indicating that school and economy-level inequality were related to the classroom disciplinary climate of schools. Additionally, residual analyses showed that students in different percentiles within economies, as well as students in the same percentiles of different economies, benefited or hindered differently from classroom disciplinary climate of schools, hinting at shrinking individual-level differences in student mathematics achievement. Most students in Shanghai and Hong Kong benefited from an orderly disciplinary climate in their schools, particularly medium and high performers in Shanghai, while most students in Taipei and Macao suffered from a disruptive disciplinary climate in their schools. Statistically, Taipei would replace Shanghai and top the four Chinese economies in student mathematics performance if all schools in the four had a disciplinary climate similar to the Organisation for Economic Co-operation and Development average.
11 citations
Journal Article•
TL;DR: The presente estudio ha investigado: (a) las emociones de los alumnos durante la ensenanza de Matematicas y de Lengua, and el papel de estas e...
Abstract: Resumen es: Introduccion. El presente estudio ha investigado: (a) las emociones de los alumnos durante la ensenanza de Matematicas y de Lengua, y el papel de estas e...
11 citations
Cites background or result from "Perceived learning environment and ..."
...…is the students‟ perceptions of instruction and their evaluation of the learning process that influence how they learn and feel, not necessarily the instruction in itself (Frenzel et al., 2007; Kususanto, Ismail, & Jamil, 2010; Schutz & Lenehart, 2002; Weiner, 2001, 2002; Zimmerman & Schunk, 2001)....
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...…the crucial role of classroom environment and significant others, such as teachers and classmates, in student emotions in particular academic tasks (Anderman & Anderman, 2000; Eccles, 1993; Eccles & Wigfield, 2000; Gottfried, Fleming, & Gottfried, 2001; Frenzel et al., 2007;Turner & Meyer, 2000)....
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...The findings from the present study also, confirming previous researches (see Frenzel et al., 2007; Frenzel et al., 2009; Pekrun et al., 2010; Stephanou, 2006; Weiner, 2002, 2005), supported the crucial role of students‟ perceptions of their teacher- and classmates- related factors on their…...
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01 Jan 2012
TL;DR: This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract: Correspondence should be addressed to Ann Dowker,ann.dowker@psy.ox.ac.ukReceived 8 November 2012; Accepted 8 November 2012Copyright © 2012 Ann Dowker et al. This is an open access article distributed under the Creative Commons Attribution License,which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
11 citations
Cites background or methods from "Perceived learning environment and ..."
...Most current studies suggest that females do not perform lower in mathematics than males, but that they do tend to rate themselves lower, and to experience more anxiety [28, 29]....
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...Conversely, research on effective teaching strategies often considers students’ perceptions aggregated on class level [16, 29]....
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...[29] K....
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...Mokken scaling is based on the Monotone Homogeneity Model (MHM, [27–29])....
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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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TL;DR: In this paper, the authors used data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway to find a significant and nontrivial association between the perceived disciplinary climate in the classroom and students' mathematics performance.
Abstract: Disciplinary climate has emerged as one of the single most important factors related to student achievement. Using data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway we find a significant and nontrivial association between the perceived disciplinary climate in the classroom and students’ mathematics performance in Canada, Denmark and Norway. Furthermore we exploit country specific class-size rules in order to single out a subsample with classroom-level data (PISA is sampled by age and not by classes) and find that the estimates based on school-level data might underestimate the relationship between disciplinary climate and student achievement. Finally we find evidence for gender differences in the association between disciplinary climate and student achievement that can partly be explained by gender-specific perceptions of the classroom environment.
11 citations
TL;DR: In this article, a longitudinal study of teachers' need-supportive behavior as well as teachers' thwarting of these needs are considered and their relationship with students' academic engagement and procrastination behavior (maladaptive functioning) is studied.
Abstract: Motivation plays an important role in students' school behavior, and research has established that students' learning environment experiences such as teachers' behavior toward them contribute to their motivation and behavior at school. Self-determination theory (SDT) offers an interesting frame of reference in the study of the relationship between students' learning experiences at school and their school behavior. Considering three basic psychological needs (the need for autonomy, competence, and relatedness), the SDT points to the importance of nutriments and support in the social environment in order to allow growth in motivation, engagement, and (psychological) well-functioning. In addition, thwarting these needs is supposed to contribute to maladaptive functioning. Teachers can play an important role in the fulfillment of students' basic psychological needs by delivering support (autonomy support, structure, and involvement); however, controlling instructional behavior, chaos in the classroom, and teacher rejection and neglect are supposed to be a treat to the fulfillment of students' basic psychological needs. In the current innovative longitudinal study, teachers' need-supportive behavior as well as teachers' thwarting of these needs are considered and their relationship with students' academic engagement (adaptive functioning) and procrastination behavior (maladaptive functioning) is studied. In addition, attention is paid to differential effects of teachers' behavior with regard to boys and girls. Participants were 566 students belonging to 20 mathematics/English grade 1 secondary education classes in the Netherlands. Multilevel analyses revealed evidence for the importance of both teachers' need-supportive and need-thwarting behaviors in relation to students' academic engagement and procrastination behavior. In addition, the findings revealed that teachers' need-supportive behavior is more important for students' academic engagement (adaptive functioning), while teachers' need-thwarting behavior has larger effects on students' procrastination behavior (maladaptive functioning). Furthermore, evidence was found that boys often seemed to be more sensitive to their teachers' behavior than girls. The findings highlight the importance of both teachers' need-supportive and need-thwarting behaviors in daily classrooms and contribute to deepen our insight into and understanding of factors leading to adaptive and maladaptive functioning of boys and girls in relation to learning tasks at school.
10 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