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
TL;DR: In this paper, the authors explore the question, "How to create a child friendly psychosocial learning environment in teaching young learners mathematics?" They report on lessons taught during action research collaboration between Joel, a male primary mathematics teacher, and I, a female mathematics educator.
Abstract: This article aims to explore the question, ‘How to create a child friendly psychosocial learning environment in teaching young learners mathematics?'. I report on lessons taught during action research collaboration between Joel, a male primary mathematics teacher, and I, a female mathematics educator. I used field-notes, journal entries, and lesson and interview transcripts to construct vignettes of two of the lessons taught by Joel in grade six mathematics teaching in a rural school. The vignettes are constructed using the strategy of narrative analysis. I, thereafter, explore the question in more detail using analysis of narrative strategy. It was found that young learners (aged 11years to 12 years) could direct their own learning if offered opportunities to construct, refine and use their own representations in solving mathematics problems. The psychosocial learning environment created promoted learners’ engagement in mathematical reasoning, and search for mathematical connections. This process encompassed a caring attitude, openness and a relaxed mood. Hence, I offer some implications for mathematics teachers with respect to classroom practices, and the teacher-learner interpersonal relationship. DOI: 10.5901/mjss.2014.v5n23p1048
3 citations
Cites background from "Perceived learning environment and ..."
...…that is, the teachers’ or learners’ subjective perceptions of their learning setting (Hanrahan, 1998; Ferguson & Dorman, 2001; Khine & Fisher, 2004; Frenzel et al., 2007; Aldridge et al., 2009) and this includes interactions that occur between learners and learners, learners with teachers and…...
[...]
01 Jan 2015
TL;DR: In this paper, the authors investigate examples of cultural artefacts in the preparation of a mathematics lesson, which include cultural dwellings, clothing, games and artworks, and find that participants used different examples of kulturele artefakte in 'n wiskundeles.
Abstract: Suid-Afrika met sy diverse kulturele groepe leen hom tot 'n ryk verskeidenheid kulturele artefakte wat op wiskunde gebaseer is. Wiskunde word onder meer volgens die Verdere Onderwys- en Opleidingkurrikulum- en assesseringsbeleidsverklaring gedefinieer as 'n menslike aktiwiteit wat wiskundige ondersoeke in fisiese en sosiale verskynsels insluit en goed aanpas by etnowiskunde. Onderwysers uit die verskillende kulturele groepe se kennis oor kulturele artefakte is egter beperk en daar word nie voldoende aandag tydens die opleiding van onderwysers hieraan gewy nie. Die artikel het ten doel om voorbeelde van kulturele artefakte in die voorbereiding van 'n wiskundeles te ondersoek. Die studie is gesitueer in 'n sosio-kulturele konteks. Negentien wiskunde-onderwysstudente uit verskillende kulturele groepe, wat ingeskryf is vir 'n B.Ed.-honneursgraad in wiskunde-onderwys, is genooi om deel te neem. 'n Kwalitatiewe navorsingsontwerp is gebruik, met navorsingsverslae en een-tot-een-onderhoude as data-insamelingsinstrumente. Die wiskunde-onderwysstudente het 'n navorsingsprojek uitgevoer wat van hulle vereis het om kulturele artefakte in 'n wiskundeles in te sluit. Die data is geanaliseer volgens temas, subtemas en kodes. Daar is bevind dat die deelnemers verskillende voorbeelde van kulturele artefakte gebruik het wat kulturele vestings, kledingstukke, speletjies en kunswerke insluit. Die artikel dra by tot die bekendstelling van kulturele artefakte in 'n wiskundeles.
Examples of cultural artefacts in the preparation of a mathematics lesson. South Africa, with its diverse cultural groups, has a rich variety of cultural artefacts based on mathematics. Mathematics, according to the Curriculum and Assessment Policy Statement for Mathematics in the Further Education and Training Phase, is defined as a human activity, which includes mathematical investigations in physical and social phenomena, well aligned with ethno mathematics. Teachers from various cultural groups, however, have limited knowledge of cultural artefacts and this knowledge does not receive sufficient attention during teacher training. The purpose of this article is to investigate examples of cultural artefacts in the preparation of a mathematics lesson. The study is situated in a socio-cultural context. Nineteen mathematics student-teachers from different cultural groups enrolled for a B.Ed. Honours degree, were invited to participate. A qualitative research design, with research reports and one-on-one interviews as data collection instruments, was adopted. The mathematics student-teachers conducted a research project that expected from them to include cultural artefacts in a mathematics lesson. The data was analysed according to themes, subthemes and codes. Findings reveal that participants used different examples of cultural artefacts, which include cultural dwellings, clothing, games and artworks. The article contributes to the introduction of cultural artefacts in a mathematics lesson.
3 citations
Posted Content•
TL;DR: PISA 2006 as discussed by the authors analyzes the impact of factores intangibles on the aprendizaje de alumnos. Andres et al. analyzes how these factores affect the performance of students.
Abstract: En este articulo trataremos la forma en que los factores intangibles pueden afectar al aprendizaje de los alumnos. El interes, el entretenimiento durante la realizacion de la tarea, asi como la idea que los alumnos poseen de sus propias posibilidades para enfrentarse a determinados problemas pueden llegar a ser mas relevantes incluso que el disponer de ciertas condiciones materiales. PISA 2006 recoge, entre otros, datos sobre la actitud y la implicacion de los alumnos respecto a la ciencia. Analizados con modelos de Ecuaciones Estructurales y con Dual Scaling permiten valorar el peso de los distintos intangibles en el rendimiento academico. El estudio se centra en datos referidos a Espana.
3 citations
Cites background from "Perceived learning environment and ..."
...Otras investigaciones (Eccles, 1993 y Frenzel et al., 2007) han demostrado que la motivación es crucial no sólo para el funcionamiento ordinario, sino también para la percepción de su futuro profesional....
[...]
Dissertation•
22 Jul 2015
3 citations
25 Sep 2019
TL;DR: In this article, penelitian ini dapat menghasilkan instrumen emotional learning berdasarkan konseptual and dimensi ying valid untuk digunakan.
Abstract: Artikel ini membahas kondisi emosi siswa dalam pembelajaran di kelas, hubungan siswa, teman sebaya, dan guru menjadi salah satu fenomena yang sering ditunjukkan. Berbagai masalah sering ditemukan di kelas, hal tersebut muncul karena kurang dipahaminya kondisi emosional siswa dalam proses pembelajaran. Pentingnya pengukuran melalui instrumen emotional learning versi Indonesia tentu harus dikaji secara teoritik. Tujuan penelitian ini dapat menghasilkan instrumen emotional learning berdasarkan konseptual dan dimensi yang valid untuk digunakan. Instrumen tersebut hasil modifikasi dari skala Learning Environment Research (LER) Questionnaire on Classroom Emotional Climate. Penelitian ini adalah kualitatif menggunakan kajian pustaka. Subjek, yaitu: tiga pakar penilai dipilih secara simple random sampling dan berdasarkan pertimbangan bahwa subjek dianggap ahli dalam memberikan penilaian. Instrumen emotional learning dilakukan pengujian validitas konstruk oleh tiga pakar penilai, analisis dengan deskriptif kualitatif. Hasil diperoleh 43 item instrumen emotional learning dari penilaian pakar memenuhi validitas secara konstruk dengan tujuh dimensi dari skala LER, yaiut: Care, Control, Clarify, Challenge, Captivate, Confer, dan Consolidate.
3 citations
Cites background from "Perceived learning environment and ..."
...…penelitian telah dengan jelas menunjukkan bahwa lingkungan belajar yang dirasakan secara signifikan terkait dengan prestasi siswa (Frenzel et al., 2007; McRobbie & Fraser, 1993), serta hasil emosional dan sosial (Anderman, 2002; Anderman et al., 2001; Frenzel et al., 2007; Turner et al., 2002)....
[...]
...Sejumlah penelitian telah dengan jelas menunjukkan bahwa lingkungan belajar yang dirasakan secara signifikan terkait dengan prestasi siswa (Frenzel et al., 2007; McRobbie & Fraser, 1993), serta hasil emosional dan sosial (Anderman, 2002; Anderman et al., 2001; Frenzel et al., 2007; Turner et al.,…...
[...]
...(WIHIC), Inventarisasi Lingkungan Belajar yang Berfokus pada Hasil yang Berfokus pada Teknologi (TROFLEI) dan Survei Lingkungan Pembelajaran yang Berorientasi Konstruktivis (COLES) (Frenzel et al., 2007; Ogbuehi & Fraser, 2007)....
[...]
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