Perceived learning environment and students' emotional experiences: A multilevel analysis of mathematics classrooms.
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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Journal ArticleDOI
Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments
TL;DR: In this paper, the authors reviewed 186 studies examining emotions in technology-based learning environments (TBLEs) that were published between 1965 and 2018 and extracted effect sizes quantifying relations between emotions (enjoyment, curiosity/interest, anxiety, anger/frustration, confusion, boredom) and outcomes (engagement, learning strategies, achievement).
Proceedings ArticleDOI
Automatic Detection of Learning-Centered Affective States in the Wild
Nigel Bosch,Sidney K. D'Mello,Ryan S. Baker,Jaclyn Ocumpaugh,Valerie J. Shute,Matthew Ventura,Lubin Wang,Weinan Zhao +7 more
TL;DR: Computer vision and machine learning techniques were used to detect students' affect as they used an educational game designed to teach fundamental principles of Newtonian physics, resulting in a five-way overall classification of affect.
Journal ArticleDOI
Predicting homework motivation and homework effort in six school subjects: The role of person and family characteristics, classroom factors, and school track
Ulrich Trautwein,Oliver Lüdtke +1 more
TL;DR: In this paper, the determinants of homework motivation and effort in six school subjects at three levels: student level, classroom level, and school level were examined, and it was found that stable personality characteristics such as gender and conscientiousness, students' domain-specific homework motivation, and characteristics of homework assignments have concomitant effects on student effort.
Journal ArticleDOI
Affective and motivational factors of learning in online mathematics courses
TL;DR: Investigation of what factors would be related to students' achievement in mathematics courses offered at a virtual high school found that motivation accounted for approximately 13% of the variance in student achievement and self-efficacy was the significant individual predictor of student achievement.
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Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains
TL;DR: In this article, the authors investigated the relation between eight characteristics of teaching and students' academic emotions (enjoyment, pride, anxiety, anger, helplessness and boredom) across four academic domains (mathematics, physics, German, and English).
References
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Book
Hierarchical Linear Models: Applications and Data Analysis Methods
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.
Journal ArticleDOI
Hierarchical Linear Models: Applications and Data Analysis Methods.
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.
Book
Multilevel Analysis: Techniques and Applications
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.
Book
An attributional theory of motivation and emotion
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.