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.
Citations
More filters
28 Nov 2017
TL;DR: This article investigated students' task-specific emotions and pre-service teachers' judgments of students' emotions and found that teachers had difficulty accurately judging students' taskspecific emotions and that the ability to make accurate judgments varied greatly amongst preservice teachers.
Abstract: When students solve mathematical problems, they can have emotional responses, which in turn can influence their motivation and achievement. It is part of a teacher’s professional competence to accurately judge and take into consideration students’ emotions with the goal of optimizing student learning. The current study was aimed at investigating students’ task-specific emotions and pre-service teachers’ judgments of students’ emotions. The research questions were: (1) Do the extents to which students experience enjoyment and boredom differ for problems with and without a connection to reality? (2) Do pre-service teachers’ judgments of students’ task-specific enjoyment and boredom differ for problems with and without a connection to reality? (3) Can pre-service teachers accurately judge students’ task-specific enjoyment and boredom for problems with and without a connection to reality? To answer these research questions, 100 ninth graders were asked to rate the extents to which they experienced enjoyment and boredom while solving mathematical problems. In addition, 163 pre-service teachers were asked to judge fictitious ninth graders’ enjoyment and boredom with respect to the same mathematical problems. Results indicated that students experienced the same levels of enjoyment and boredom when solving problems with and without a connection to reality. However, pre-service teachers predicted that students would experience more enjoyment and less boredom when solving problems with a connection to reality. In addition, findings indicated that pre-service teachers had trouble accurately judging students’ task-specific emotions and that the ability to make accurate judgments varied greatly amongst pre-service teachers. Implications for teaching practice and teacher education are discussed.
5 citations
5 citations
01 Sep 2014
TL;DR: The missions of science, technology, engineering, and mathematics (STEM) learning are likely to fail without the integration of SCEM.
Abstract: and Keywords Computer learning environments of the future need to be sensitive to the social, cognitive, emotional, and motivational (SCEM) states of students as they learn in their social environment. Language and discourse plays a central role in tracking SCEM states and influencing how the computer responds to promote learning. This essay describes a number of computer tutors that are sensitive to these psychological factors and thereby help students learn. Computer agents are central to the design of these systems. These systems include one-on-one tutoring, conversational trialogs (a tutor agent and student agent conversing with a human student), and a mentor agent interacting with students in a multiparty serious game. All of these systems automatically analyze the language and discourse of the students as they interact with the learning environments. The missions of science, technology, engineering, and mathematics (STEM) learning are likely to fail without the integration of SCEM.
5 citations
TL;DR: Hillock et al. as discussed by the authors provided an update of the progress of the mathematics support learning tutorial programme (SLT) since 2012 and described the evolution of the SLT since its implementation.
Abstract: This article is a follow-up to an earlier paper on the mathematics support learning tutorial programme (SLT), an intervention programme at The University of Queensland that targets students considered to be at risk of failing Calculus and Linear Algebra I, the first tertiary level mathematics subject at The University of Queensland. The first paper (Hillock, P., Jennings, M., Roberts, A., & Scharaschkin, V. (2013). Amathematics support programme for first-year engineering students. International Journal of Mathematical Education in Science and Technology, 44(7), 1030–1044) reported on the inaugural programme implemented in 2012. This article provides an update of the progress of the SLT since 2012. We provide statistics for the subsequent 12 semesters to Semester 2, 2018 and describe the evolution of the SLT since its implementation. Statistical analysis of the additional data and student feedback indicate that the SLT continues to have a positive impact on student learning, with weak students making significant gains from attending the programme.
5 citations
Cites background from "Perceived learning environment and ..."
...Frenzel, Pekrun, and Goetz (2007) explore the relationship between academic emotions (such as enjoyment, anxiety, anger, boredom) and classroom environment (physical and non-physical)....
[...]
01 Jul 2019
TL;DR: In this paper, the authors examined whether teaching prosocial lessons to first-grade students in the southeastern United States would create positive learning environments for children who otherwise may not be recognized and accepted by their peers and also examined the relationship of teacher evaluations of observable classroom behaviors by their students with student recognition by peers.
Abstract: A primary motivation for people to behave as they do is the need to belong socially to a group and to have relevance. A positive learning environment for young students is created when students are recognized and accepted by their peers and their teachers, and studies reveal that in such environments, students perform better academically and tend to have fewer behavioral issues. These environments may also act as a buffer against school dropout rates. This study examined whether teaching prosocial lessons to first-grade students in the southeastern United States would create positive learning environments for children who otherwise may not be recognized and accepted by their peers and also examined the relationship of teacher evaluations of observable classroom behaviors by their students with student recognition by peers. This study confirms the relevance of prosocial lessons in the creation of positive learning environments for young students.
5 citations
Cites background from "Perceived learning environment and ..."
...Journal of Educational Research and Practice 141 interacting with others, and if the environment is socially positive for learners, then it becomes a positive learning environment (Frenzel et al., 2007)...
[...]
...Because children must be able to perform without fear of being belittled or ostracized (Frenzel et al., 2007), our target outcome was the increase in a sense of belongingness in the classroom with peers, and thus, social value or relevance (Beamon, 2001; Mendler, 2000)....
[...]
...…environment is one in which students spend a great deal of time Journal of Educational Research and Practice 141 positive learning environment (Frenzel et al., 2007) In this study, the authors did not find group differences based on gender or ethnicity when compared with the number of lessons…...
[...]
References
More filters
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)....
[...]
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)....
[...]
...…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, &…...
[...]
4,163 citations