Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.
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TLDR
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.read more
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Classroom Emotions Scale For Elementary School Students (Ces-Ess)
TL;DR: In this article, the authors constructed an instrument that measures students' enjoyment, anxiety, and boredom in a Turkish elementary school context and examined students' emotions in terms of gender and class level.
Proceedings ArticleDOI
Engaging learners through emotion in artificially intelligent environments
Tracey J. Mehigan,Ian Pitt +1 more
TL;DR: The concept of Extensive Academic Emotion (EAE), which extends AE to include emotional factors considered by Human Computer Interaction (HCI) researchers in the design of interactive systems, is proposed.
Effective Mathematics Instruction: Developing Best Practices for Student Learning
TL;DR: In this paper, the authors propose a conceptual framework of the problem of problem solving in the context of personal narratives and theoretical frameworks of the problems of narrative, context, history, and organization.
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Emoções em contexto académico: Relações com clima de sala de aula, autoconceito e resultados escolares
TL;DR: Palavras-chave et al. as discussed by the authors investigated carateristicas das emocoes in aula de matematica and perceber o papel de variaveis contextuais, such as o clima de sala de aula, o or pessoais como o desempenho escolar, o autoconceito e autoestima, na diferenciacao dessas emocioes.
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How classroom management and instructional clarity relate to students' academic emotions in Hong Kong and England: A multi-group analysis based on the control-value theory
TL;DR: This article explored the relevance of classroom management and instructional clarity to students' mathematics self-concept and value, academic emotions (i.e., enjoyment and boredom) and mathematics achievement by using a latent multi-group SEM analysis.
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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.