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.
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30 Sep 2021
TL;DR: In this paper, the authors investigated the perception of 12 classroom teachers at four elementary schools about their classroom environment, its effects, and the desired classroom environment in terms of the functions of the classroom environment.
Abstract: Understanding the educational environment and effectively regulating it in consistent with educational objectives is an important factor in facilitating teaching and a crucial ability for the teachers. Investigating the perception of 12 classroom teachers at four elementary schools about their classroom environment, this study aims to reveal the situation about their classroom environment, its effects, and the desired classroom environment in terms of the functions of the classroom environment. Two analytical frameworks, Classroom Functions Theory as well as Environmental Competence, are means to understand this topic. A semi-structured interview form and an observation form were used as data collection instruments. In the study, it was observed that the majority of teachers were able to evaluate the classroom environment, but they remained unsolved about how the classroom can be designed better. Besides, the teachers stated that their classroom environments performed social, symbolic identity, and task instrumentality functions in a limited way for various reasons while largely functioning the shelter and security. Finally, the teachers emphasized that their classes did not fulfill growth and pleasure functions and that most of their desires about the classroom environment were related to these functions.
3 citations
DOI•
04 Apr 2020
TL;DR: In this article, a case study of a Design-Based Learning course involving 110 undergraduate students working in multi-disciplinary teams engaging in technology design to support innovation is presented. And the authors contribute to the following three aspects: (a) an empirical understanding of students' perception and attitude of learning in DBL; (b) our awareness of emotions' impact on DBL-related experience; and (c) implications for educators steering DBL activities taking into account the students' feelings.
Abstract: There is a growing interest in, Design-Based Learning (DBL), a constructivist learning approach where students learn through design activities. Past research has examined extensively how this theoretically motivated learning approach can be implemented in practice. Earlier empirical studies have examined the effectiveness of DBL and have surveyed the attitudes of participating students towards DBL. However, related evidence lacks detail and does not account for how different aspects of DBL support students' learning and how students experience DBL. We report a case study of a DBL course involving 110 undergraduate students working in multi-disciplinary teams engaging in technology design to support innovation. This paper contributes to the following three aspects: (a) an empirical understanding of students' perception and attitude of learning in DBL; (b) our awareness of emotions' impact in DBL-related experience; and (c) implications for educators steering DBL activities taking into account the students' feelings.
3 citations
TL;DR: The factors that influence the student learning process in an internet mediated environment are discussed and results from data collected within universities in Kenya are presented.
Abstract: A decision tree is a data classification technique that is used in mining data. The use of data mining techniques on data related to student performance assists in extracting valuable information from large data sets available within the institutions. This paper discusses the factors that influence the student learning process in an internet mediated environment and presents results from data collected within universities in Kenya. Additionally, this paper uses a decision tree to affirm these factors that affect student performance within the universities. The decision tree generated acts as a prediction tool that assists in the prediction of student performance while using internet technology in the learning process. This enables us determine whether a student is likely to perform well or not while using internet technology in the learning process.
3 citations
Cites background from "Perceived learning environment and ..."
...This therefore implies that, the condition of the learner should be constantly checked to give conducive learning environs [13] [14] [15]....
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TL;DR: This article found that tests in educational contexts often start with easy tasks, assuming that this fosters positive experiences, a sense of control, higher valuing of the test, and more positive and less negative emotio...
Abstract: Tests in educational contexts often start with easy tasks, assuming that this fosters positive experiences—a sense of control, higher valuing of the test, and more positive and less negative emotio...
3 citations
01 Jun 2020
TL;DR: In this paper, the impacts of emotions positives and negatives on the motivation scolaire des eleves are investigated, tout en tenant compte du role joue par le sentiment de competence developpe par ces derniers in a milieu scalaire.
Abstract: Cet article s’interesse aux impacts des emotions positives et negatives sur la motivation scolaire des eleves, tout en tenant compte du role joue par le sentiment de competence developpe par ces derniers en milieu scolaire. Les resultats (issus d’un echantillon de 1 371 eleves en fin de scolarite obligatoire et recoltes par le biais d’un questionnaire auto-rapporte mesurant les attitudes socio-affectives face aux apprentissages) confirment un fort lien entre les emotions positives et la motivation scolaire, alors que les emotions negatives ont une influence nettement plus faible et indirecte (par le biais du sentiment de competence) dans le modele teste. Si la prise de mesures ponctuelle ne permet que de suggerer un sens de causalite entre le plaisir d’apprendre et l’investissement de l’eleve, l’instauration d’un cercle vertueux entre ces dimensions est tout a fait plausible. En rupture avec une certaine tradition qui preconise de s’occuper prioritairement de l’anxiete en classe, notre recherche souleve alors l’interet de se focaliser davantage sur les emotions positives, car celles-ci ont des effets directs (et egalement plus marques que les emotions negatives) sur la motivation scolaire des eleves. Ce changement de focus devrait egalement s’elargir a la formation des enseignants dans le but de mieux outiller ces professionnels au developpement et au maintien des emotions positives a l’ecole, avec le but ultime d’intervenir de maniere directe et ciblee sur la motivation scolaire de leurs eleves.
3 citations
References
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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)....
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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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4,163 citations