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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TL;DR: In this paper, the authors examined the longitudinal trajectories of achievement emotions of third graders over two years and found that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate.
Abstract: Learning maths is challenging for many primary school students, and teachers must understand students’ learning and emotional processes specific to learning maths. The current research, grounded in control-value theory, focused on achievement emotions regarding maths. Primary school students (N = 71) were studied with the primary objective of examining the longitudinal trajectories of achievement emotions of third graders over two years. The Portuguese Achievement Emotions Questionnaire for Elementary Students was administered biannually to assess enjoyment, anxiety, and boredom regarding maths. The results indicate that enjoyment decreased and boredom increased over time, revealing three emotional profiles: positive, negative and moderate. The positive profile showed the highest scores in maths achievement. Profile membership was moderately stable and became increasingly stable and structured. In examining the complexity of students’ emotional profiles and processes, the importance of understanding them to enhance educational support, development, and learning was highlighted.
2 citations
TL;DR: In this article, the authors identify groups of students with different trajectories of boredom over a school year, and compare these profiles on academic achievement, motivation and intention to drop out.
2 citations
01 Aug 2018
TL;DR: In this article, Sanchez Rosas et al. evaluate the relationship between the teacher's attitude and the student's disfrute and atencion in the aula of the classroom.
Abstract: El comportamiento docente ha evidenciado ser uno de los factores mas influyentes en el desempeno de los estudiantes, por lo que resulta de gran importancia evaluar la calidad instruccional docente (CID) y su posible relacion con otras variables del contexto academico. Objetivos: Evaluar las relaciones entre la CID en el aula y el aburrimiento y disfrute en clase, valor de la tarea, autoeficacia y atencion. Metodologia: Participaron estudiantes universitarios (N = 454) de diferentes carreras de la Universidad Nacional de Cordoba, Argentina. Se utilizaron diferentes instrumentos como ser la version adaptada del Teacher Behaviors Inventory (TBI, Murray, 1983). Las variables criterios fueron evaluadas por tres instrumentos diferentes. El TBI fue adaptado por los autores de este estudio. Se uso tambien la version adaptada del Achievement Emotions Questionnaire (Sanchez Rosas, 2015), este instrumento se uso para medir el aburrimiento y disfrute de los estudiantes. Para la medicion del valor de la tarea y la autoeficacia se usaron dos escalas de Pintrich, Smith, Garcia & McKeachie (1993). Finalmente se elaboro una escala unidimensional para evaluar la atencion en clase. Se realizo un analisis de correlaciones bivariadas y regresion multiple aplicadas a las variables criterios. Resultados: Los resultados de las correlaciones bivariadas indican que los comportamientos docentes positivos incrementan el disfrute y disminuyen el aburrimiento. En relacion al valor de la tarea, autoeficacia y atencion, la relacion es moderada o debil. Considerando el analisis de regresion multiple, la dimension ilustracion/interaccion posee mayor valor predictivo respecto a las variables criterio, las dimensiones restantes presentaron resultados menores a lo esperado y no coinciden en todos los casos con los resultados de las correlaciones bivariadas. Discusion: Se aportaron datos significativos sobre como los comportamientos docentes en el aula influyen en el aburrimientos y disfrute, valor de la tarea, autoeficacia y atencion.
2 citations
TL;DR: The Inventory of Emotions Experienced by Adolescents when Solving Mathematical Tasks (INETAM) as discussed by the authors measures four influential emotions related to Math performance: Enthusiasm, Frustration, Enjoyment, and Boredom.
Abstract: The Inventory of Emotions Experienced by Adolescents when Solving Mathematical Tasks (INETAM, for its acronym in Spanish), measures four influential emotions related to Math performance: Enthusiasm, Frustration, Enjoyment, and Boredom. Content validity, construct validation and item calibration analyses were performed to obtain evidence of its validity, using a sample of 448 adolescents enrolled in ninth grade. Factor analysis showed adequate reliability coefficients and fit indices. Calibration analysis showed that the items are highly informative and discriminate between response levels. Regression analysis indicated that emotions are predictors of math achievement. INETAM is solid psychometrically, suitable for measuring academic emotions of adolescents, and can contribute to improve our understanding of their influence on academic achievement in mathematics.
2 citations
Cites background or methods or result from "Perceived learning environment and ..."
...…pride, anxiety, anger, and shame, for example: “I enjoy my math classes”, “During a math test, I worry that I will get a bad grade”, or “I am ashamed that I cannot answer my math teacher’s questions well”, in three different situations (instruction, homework and testing) (Frenzel et al., 2007)....
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...Studies that explore the influence of emotions, specifically in mathematics achievement, mainly use the subscales of the AEQ to measure the emotions of interest and correlate the results with academic scores in mathematics (Frenzel et al., 2007; Kleine et al., 2005; Ahmed et al., 2013)....
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...This questionnaire has been translated to several languages (Frenzel et al., 2007; Pekrun & Bühner, 2014), and adapted for different populations, for example, elementary school children (Lichtenfeld et al., 2012) and pre-adolescents (Peixoto et al., 2015)....
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Journal Article•
TL;DR: The authors examined the structure of achievement emotions (enjoyment, anxiety, boredom) and sources of self-efficacy (mastery experience, vicarious experience, social persuasions, and physiological state) of the elementary students by asking whether the two systems were related.
Abstract: The current study examined the structure of achievement emotions (enjoyment, anxiety, boredom) and sources of self-efficacy (mastery experience, vicarious experience, social persuasions, and physiological state) of the elementary students by asking whether the two systems were related. Results revealed that the students enjoyed doing mathematics and felt less anxious and bored in different academic settings. Elementary students’ sources of self-efficacy regarding mastery experience, vicarious experience and social persuasions were found to be sufficient. They held a low level of sources of self-efficacy regarding physiological state. Findings revealed that gender is not a distinguishing factor when explaining students’ achievement emotions and sources of self-efficacy. A significant difference was found between students’ achievement emotions and sources of self-efficacy regarding mathematics achievement. Results of the study revealed that achievement emotions and sources of mathematics self-efficacy were closely intertwined.
2 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