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Journal ArticleDOI

Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.

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.
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.
Citations
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Journal ArticleDOI
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.

5 citations

ReportDOI
01 Jul 2016

5 citations


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

  • ...In context with childhood development, research has repeatedly shown associations between a students’ perceptions of connectedness and their academic motivations (Frenzel, Pekrun, and Goetz 2007; Hattie 2009), as well as academic achievements and mental health (Waters, Cross, and Runions 2009)....

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Journal ArticleDOI
TL;DR: In this paper, a longitudinal study was conducted to test the effect of parent-child relationships on the math anxiety of children and found that the father-child relationship, rather than the mother-child relation, was more predictive of the children's math anxiety.

5 citations

DOI
01 Jan 2010
TL;DR: Brown et al. as discussed by the authors examined the effects of a short term expressive writing intervention and a psycho educational intervention on general, test, and math anxieties, physical and attendance, and test scores of nine through eleventh grade adolescents attending two rural public high schools.
Abstract: The Effects of Two Anxiety Reducing Interventions on Algebra I Test Scores for a Sample of Rural High School Students Sharon Wisinger Old Dominion University, 2010 Director: Dr. Nina W. Brown As the nation strives to reach the goal of 100% proficiency in reading and math in under the No Child Left Behind Act of 2001 (NCLB) requirements, students may experience increased pressure to perform better on examinations. The purpose of this study was to examine the effects of a short term expressive writing intervention and a psycho educational intervention on general, test, and math anxieties, physical and attendance, and test scores of ninth through eleventh grade adolescents attending two rural public high schools. Participants (N= 58) consisted of adolescents in three intact Algebra I classes which were assigned to write about neutral topics during three classroom sessions (first experimental group) (n = 24), participate in a psychoeducational presentation during one classroom session (second experimental group) (n = 18), or receive regular classroom instruction (control group) (n = 16). At baseline and six weeks after writing, physical symptoms, levels of anxiety, attendance, and test scores were assessed. No statistically significant relationship was found between the experimental and control groups over time. However, when all of the participants were viewed as one population, some significant differences occurred which may have reduced levels of math anxiety and improved math exam scores for the Algebra I population as a whole.

5 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigated the relationship between the learning environments of mathematics courses in a teacher education program and two outcomes, mathematics teaching self-efficacy and beliefs about mathematics, and found that learning environments perceived more favourably by preservice teachers were associated with higher selfefficacy for teaching mathematics, but also with more-traditional beliefs.
Abstract: Learning environment research has a long history of significant relationships between the learning environment and student outcomes. This study investigated relationships between the learning environments of mathematics courses in a teacher education program and two outcomes, mathematics teaching self-efficacy and beliefs about mathematics. These two outcomes have been repeatedly shown to influence the future teaching practices of preservice teachers but, to date, their relationships with learning environment have been investigated neither with preservice teachers nor at all in the United Arab Emirates or wider Gulf region. The learning environment was found to be significantly related to preservice teachers’ mathematics teaching self-efficacy and beliefs about mathematics. Learning environments perceived more favourably by preservice teachers were associated with higher self-efficacy for teaching mathematics, but also with more-traditional beliefs, making these findings important for higher education institutes and teacher educators.

5 citations

References
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Book
03 Mar 1992
TL;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

Journal ArticleDOI
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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