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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28 Oct 2022
TL;DR: In this paper , a quantitative study with pre-test and post-test was conducted, and data were collected from 99 postgraduate students from the same local university in Hong Kong, where 99 students were divided into three groups randomly with each group consisting of 33 students.
Abstract: Artificial intelligence (AI) has enhanced students’ learning especially by personalizing content to students’ individual needs and automating the learning process. However, AI has also raised serious privacy issues which hindered the adoption of the technology. Therefore, this research was an attempt to contribute towards attaining the goal of investigating the above problem in terms of students’ class engagement in various online learning contexts. A quantitative (quasi-experimental design) study with pre-test and post-test was conducted, and data were collected from 99 postgraduate students from the same local university in Hong Kong. The 99 students were divided into three groups randomly with each group consisting of 33 students. One control group learned with traditional online learning without any AI applications, two experimental groups learned with AI applications in the class, and one with the privacy issues taken into consideration. The pre-test and post-test were conducted based on The Online Student Engagement Scale (OSE) across 4 main factors (skills, emotion, participation, and performance) to assess the students’ behavioral changes. Descriptive analysis and ANCOVA analysis were used to analyze the data. This study discovered that the students’ online learning with the AI applications applied for 4 weeks improved their class engagement, and the group with privacy consent taken into consideration exhibited a greater improvement in students’ class engagement than the groups without privacy consent when implementing the AI application for online learning. The second stage of this project has been exploring the reasons behind the research results via a qualitative approach (interviews). Further content analysis was recommended to investigate this issue deeper.
1 citations
01 Jan 2017
Cites background from "Perceived learning environment and ..."
...Frenzel, Pekrun, and Goetz (2007) stated, “that anxiety, anger, and boredom in relation to the subject of mathematics are differentially affected by facets of the classroom environment as perceived by students (p. 491)....
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01 Jan 2018
TL;DR: In this article, the authors used the Pintrich social cognitive model of self-regulated learning to analyze the self-regulatory processes evident in an integrative design and engineering high school classroom.
Abstract: The current chapter uses the Pintrich social cognitive model of self-regulated learning to analyze the self-regulatory processes evident in an integrative design and engineering high school classroom. In particular, the analysis focuses on the evidence that the teacher creates an environment rich for both teacher and student self-regulation, and on how he leverages this environment to model and scaffold self-regulated learning. Three areas of strength in the classroom with respect to SRL are highlighted: (1) the motivational climate within the classroom and the motivational affordances of the curriculum, (2) the teachers’ practices regarding assessment and evaluation, and (3) the modeling and scaffolding of SRL-supportive skills inherent in the structure of and activities within the course. Analyses reveal the importance of the teacher’s own regulatory process as well as the use of the social context in the scaffolding and modelling of self-regulatory processes. Recommendations for practitioners and future research are discussed.
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