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 four groups of decorative pictures which might be conducive for learning and found that either positively valenced pictures or learning pictures foster retention and transfer performance, and that the dimensions of pleasure, arousal, and dominance are examined as possible mediators.
81 citations
TL;DR: In this article, the authors investigated the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar and found that science teaching and learning using student investigations and hands-on activities had substantial negative effects on science achievements in the context of other variables.
Abstract: The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and interactive science teaching and learning on science achievement and interest in science. In contrast, science teaching and learning using student investigations and hands-on activities had substantial negative effects on science achievement in the context of other variables. Implications of the findings for educational policy and classroom practice are discussed.
80 citations
TL;DR: This article used an inquiry project-based learning approach that involved the collaboration of three kinds of teachers (general studies, language, and information technology [IT]) and the librarian, primary 4 students from a Hong Kong school were guided through group projects.
Abstract: Using an inquiry project-based learning (PBL) approach that involved the collaboration of three kinds of teachers (general studies, language, and information technology [IT]) and the librarian, primary 4 students from a Hong Kong school were guided through group projects. The effect of this approach was examined by comparing the project grades of students who took part in the inquiry PBL project with those of a control group. Surveys and interviews were conducted with students (N1 = 141), parents (N2 = 27), and teachers (N3 = 11). The comparison of group project grades revealed significantly higher scores for the inquiry PBL groups (p 0.05) between students, parents, and teachers. Students enjoyed the projects and perceived them to be relatively easy. Gender differences and academic abilities had no significant moderating effects on the learning dimensions. Examination of the approach showed the collaboration between the four teaching staff to be effective through the support of the school administration, an inquiry learning expert, and parents. On the other hand, the main limitation was the extra workload for the teachers. Nevertheless, the study participants and stakeholders all advocate the continued implementation of the approach. © 2009 Wiley Periodicals, Inc.
78 citations
01 Jan 2010
TL;DR: In this paper, the authors provide a discussion of instruments created to help researchers assess affect in mathematics and conclude that additional needs exist for researchers and educators to accurately assess and fully realize the value of affect.
Abstract: In this article, the author provides a discussion of instruments created to help researchers assess affect in mathematics. Published literature was the source of data for the review. The first conclusion is that individuals in educational psychology and mathematics education have helped affect instruments evolve from fairly rudimentary instruments to far more sophisticated instruments used in the assessment of affect in mathematics. As an example, many of the early instruments were used to assess only one component of affect. More recent instruments have been created to allow researchers to investigate multiple facets of affect simultaneously. The second conclusion is that additional needs exist for researchers and educators to accurately assess and fully realize the value of affect in mathematics.
78 citations
TL;DR: In this paper, the authors examined the relation between student-perceived teaching quality in mathematics classrooms in grade 9 and enjoyment, anxiety, and boredom in grade 10, at both the student and classroom levels.
77 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