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 article, the authors focus on selected new research findings from the past decade regarding how teachers, curricular tasks, and classroom environments, aspects of the school as an organization, and district policies and practices can play an instrumental role in adolescents' intellectual and social emotional development.
Abstract: Considerable strides have been made in the past decade in recognizing the centrality of the cultural context of schooling to adolescent development. In this review, adopting a developmental systems conceptualization of schooling, we focus on selected new research findings from the past decade regarding how (a) teachers, curricular tasks, and classroom environments; (b) aspects of the school as an organization; and (c) district policies and practices can play an instrumental role in adolescents' intellectual and social–emotional development.
934 citations
TL;DR: A literature review of the current knowledge surrounding individual and gender differences in STEM educational and career choices, using expectancy-value theory as a guiding framework to provide both a well-defined theoretical framework and complementary empirical evidence for linking specific sociocultural, contextual, biological, and psychological factors.
559 citations
TL;DR: In this paper, confusion was experimentally induced via a contradictory-information manipulation involving the animated agents expressing incorrect and/or contradictory opinions and asking the human learners to decide which opinion had more scientific merit.
549 citations
TL;DR: This paper explored reciprocal effects of teachers' self-efficacy and instructional quality in a longitudinal panel study with 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points.
Abstract: This study extends previous research on teachers’ self-efficacy by exploring reciprocal effects of teachers’ self-efficacy and instructional quality in a longitudinal panel study. The study design combined a self-report measure of teacher self-efficacy with teacher and student ratings of instructional quality (assessing cognitive activation, classroom management, and individual learning support for students), and 2-level cross-lagged structural equation analyses were conducted. Data were collected from 155 German secondary mathematics teachers and 3,483 Grade 9 students at 2 measurement points. Although cross-sectional correlations between self-efficacy beliefs and characteristics of instruction were substantiated, the analyses only partially confirmed a causal effect of teachers’ self-efficacy on later instructional quality. Instead, the analyses revealed a reverse effect of instructional quality on teachers’ self-efficacy, with students’ experience of cognitive activation and teachers’ ratings of classroom management predicting teachers’ subsequent self-efficacy. Our findings emphasize the importance of examining teachers’ self-efficacy not only as a cause but also as a consequence of educational processes. Future research on teachers’ self-efficacy should take a longitudinal perspective with varying time lags, identify possible mediator variables, and consider other aspects of teacher competence beyond self-efficacy when examining the effects of instructional quality.
464 citations
23 Mar 2015
TL;DR: A review of the research on the development of children's motivation and engagement can be found in this paper, where the authors take a social-cognitive expectancy-value theoretical perspective to organize their discussion of this work.
Abstract: In this chapter we review the research on the development of children's motivation and engagement We organize our review into four major sections: the development of children's achievement motivation; gender, cultural, and ethnic differences in children's motivation; socialization of motivation in the family; and socialization of motivation in school We take a social-cognitive expectancy-value theoretical perspective to organize our discussion of this work We first discuss the development of children's motivation and engagement and take another look at the often-observed decline in motivation, focusing on new work showing different patterns in these declines among different groups of children We also discuss how children's motivation relates to their performance and choice, two kinds of outcomes of major importance to children's healthy development The second major section discusses gender, ethnic, and cultural differences in children's motivation and the important advances researchers have made in understanding these over the past 10 years
In the family and school socialization sections we focus on processes by which parents, teachers, and schools can impact children's motivation both positively and negatively We note the similarities of these processes across socializers: Providing appropriate challenges and emotional warmth and support, and having high expectations for children We discuss the need for more integrative studies of how parents and also teachers impact children's motivation We conclude the chapter with a discussion of important future directions: A continuing focus on culture and motivation, further examination of motivation in specific domains and contexts, a stronger focus on biological influences on the development of motivation, and a consideration of unconscious processes and their impact on the development of motivation
Keywords:
achievement;
culture;
development;
engagement;
family influences;
gender;
goals;
intrinsic motivation;
motivation;
school influences;
self-efficacy;
self-regulation;
values
448 citations
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TL;DR: For instance, this article found that Chinese students experience higher levels of anxiety in mathematics than German students, while German students experience more enjoyment, pride, and shame, and less anger.
Abstract: The aim of this study was to establish the construct comparability and cross-cultural utility of the German and Chinese versions of the Academic Emotions Questionnaire—Mathematics (AEQ-M). Based on data from 312 German and 579 Chinese eighth-grade students, mean and covariance structures analysis revealed that the AEQ-M shows a high degree of measurement invariance across cultures. In addition, the emotions assessed by the AEQ-M showed similar patterns of relationships with self-reports of achievement, parental achievement expectations, and attributions of success and failure across the German and Chinese samples. Confirming earlier findings, Chinese students were found to experience higher levels of anxiety in mathematics. They were also found to experience more enjoyment, pride, and shame, and less anger, than German students. This research supports the use of the AEQ-M in cross-cultural research and provides data about a broader range of achievement emotions than has been investigated previously.
164 citations
"Perceived learning environment and ..." refers background in this paper
...The AEQ (English, German and Chinese versions) has been successfully implemented in both university and school settings, whereby reliability and validity of the instrument have been demonstrated (Pekrun, Goetz, & Perry, 2005; Pekrun et al., 2002b; Frenzel, Thrash, Pekrun, & Goetz, 2007 )....
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TL;DR: This article examined how students perceive and interpret achievement goal messages in the classroom and found that teachers often provide mixed and contradictory goal messages, and that students differed in their perception of and reaction to goal messages according to age and achievement levels.
Abstract: Two studies were conducted to examine how students perceive and interpret achievement goal messages in the classroom. The first study, using observational and interview methodologies in four classrooms, found that goals are rarely explicitly discussed by teachers or students in the classroom, and that teachers often provide mixed and contradictory goal messages. In addition, students differed in their perception of and reaction to goal messages, partly according to age and achievement levels. The second study employed survey methods and hierarchical linear modeling (HLM) analytic methods with a sample of high school students. This study revealed that both individual-level and classroom-level goal structure perceptions were associated with students' personal goals, self-handicapping, value, and achievement in English classes. The results from the two studies suggest that teachers can create coherent goal structures that affect students' personal goals and achievement in the classroom, but these goal struct...
162 citations
"Perceived learning environment and ..." refers background in this paper
...For example, Urdan (2004) showed that aggregate perceptions of classroom mastery goal structures were significantly related to individual values, self-efficacy and end-of-semester grades in English, even when individual goal structures were controlled for (compositional effects)....
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TL;DR: Positive changes in students' achievement values were associated positively with self-concept of ability and the previous year's achievement values in both reading and math, and gender was unrelated to changes in achievement values.
155 citations
TL;DR: Data collected supported the internal consistency and discriminant validity of each form of each scale, and showed that each scale of the student's perceptions of actual or preferred classroom environment differentiated between the perceptions of students in different class-.
Abstract: perceptions of actual or preferred classroom environment. The scales are called Personalization, Participation, Independence, Investigation, and Differentiation. A typical item in the Independence scale is &dquo;Students choose their partners for group work,&dquo; which is answered using five responses, from &dquo;almost never&dquo; to &dquo;very often.&dquo; Data collected from a sample of 766 students and their 34 teachers supported the internal consistency and discriminant validity of each form of each scale, and showed that each scale of the student &dquo;actual&dquo; form differentiated between the perceptions of students in different class-
114 citations
Additional excerpts
...sources were drawn upon for item formulation (Baumert, Gruehn, Heyn, Ko ¨ller, & Schnabel, 1997; Eder, 1998; Fraser, 1990; Moos & Trickett, 1974; Pekrun, 1983; Von Saldern & Littig, 1987), and adapted for domain-specific assessment....
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