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
References
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TL;DR: In this article, results of 562 studies were integrated by meta-analysis to show the nature, effects, and treatment of academic test anxiety, and effect sizes were computed through the method invented by Glass (Glass, McGaw, & Smith, 1981).
Abstract: Results of 562 studies were integrated by meta-analysis to show the nature, effects, and treatment of academic test anxiety. Effect sizes were computed through the method invented by Glass (Glass, McGaw, & Smith, 1981). Correlations and effect-size groups were tested for consistency and significance with inferential statistics by Hedges and Olkin (1985). Test anxiety (TA) causes poor performance. It relates inversely to students’ self-esteem and directly to their fears of negative evaluation, defensiveness, and other forms of anxiety. Conditions (causes) giving rise to differential TA levels include ability, gender, and school grade level. A variety of treatments are effective in reducing test anxiety. Contrary to prior perceptions, improved test performance and grade point average (GPA) consistently accompany TA reduction.
1,546 citations
"Perceived learning environment and ..." refers background or methods in this paper
...In a meta-analysis of the causes, correlates and effects of test anxiety, Hembree (1988) incorporated 10 studies analysing relationships between students’ teacher perceptions and test anxiety....
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...Of the studies presented above, this approach has been used by Pekrun (1992), Jacob (1996), and Goetz et al. (2006) and the studies summarized by Hembree (1988)....
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...Of the studies presented above, this approach has been used by Pekrun (1992), Jacob (1996), and Goetz et al. (2006) and the studies summarized by Hembree (1988) ....
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...In a meta-analysis of the causes, correlates and effects of test anxiety, Hembree (1988) incorporated 10 studies analysing relationships between students’ teacher perceptions and test anxiety....
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01 Jan 19721,298 citations
Book•
01 Jan 1998
TL;DR: Test Anxiety and Information Processing: Test anxiety and information processing as mentioned in this paper, an overview of the domain of test anxiety, and a survey of the literature on test anxiety and its effects on cognitive performance.
Abstract: Basic and Conceptual Issues: An Introduction to the Domain of Test Anxiety. The Nature and Phenomenology of Test Anxiety. Models and Theoretical Perspectives. Methodology -Research and Assessment Methods: Current and Recurrent Issues in Conducting Experimental Test Anxiety Research. Developing Self-Report Test Anxiety Instruments. Origins, Sources, and Determinants of Test Anxiety: The Origins and Development of Test Anxiety. Situational Determinants of Anxiety in Evaluative Situations. Subjective Determinants of Test Anxiety. Consequences of Test Anxiety for Cognitive Performance: Test Anxiety and Cognitive Performance. Test Anxiety and Information Processing. Individual Differences: Individual and Group Differences in Test Anxiety. Personal Correlates of Test Anxiety. Coping, Interventions, and Clinical Parameters: Coping with Test Situations: Resources, Strategies, and Adaptational Outcomes. Optimizing Procedures. Behavioral Intervention Techniques. Cognitive-Focused and Cognitive-Behavioral Intervention Techniques. Index.
1,254 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,…...
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TL;DR: The purpose of this paper is to clarify the ecological correlation problem by stating the exact relation between ecological and individual correlations, and by showing the bearing of that relation upon the practice of using ecological correlations as substitutes for individual correlations.
Abstract: AN INDIVIDUAL CORRELATION is a correlation in which the statistical object or thing described is indivisible. The correlation between color and illiteracy for persons in the United States, shown later in Table I, is an individual correlation, because the kind of thing described is an indivisible unit, a person. In an individual correlation the variables are descriptive properties of individuals, such as height, income, eye color, or race, and not descriptive statistical constants such as rates or means. In an ecological correlation the statistical object is a group of persons. The correlation between the percentage of the population which is Negro and the percentage of the population which is illiterate for the 48 states, shown later as Figure 2, is an ecological correlation. The thing described is the population of a state, and not a single individual. The variables are percentages, descriptive properties of groups, and not descriptive properties of individuals. Ecological correlations are used in an impressive number of quantitative sociological studies, some of which by now have attained the status of classics: Cowles’ ‘‘Statistical Study of Climate in Relation to Pulmonary Tuberculosis’’; Gosnell’s ‘‘Analysis of the 1932 Presidential Vote in Chicago,’’ Factorial and Correlational Analysis of the 1934 Vote in Chicago,’’ and the more elaborate factor analysis in Machine Politics; Ogburn’s ‘‘How women vote,’’ ‘‘Measurement of the Factors in the Presidential Election of 1928,’’ ‘‘Factors in the Variation of Crime Among Cities,’’ and Groves and Ogburn’s correlation analyses in American Marriage and Family Relationships; Ross’ study of school attendance in Texas; Shaw’s Delinquency Areas study of the correlates of delinquency, as well as The more recent analyses in Juvenile Delinquency in Urban Areas; Thompson’s ‘‘Some Factors Influencing the Ratios of Children to Women in American Cities, 1930’’; Whelpton’s study of the correlates of birth rates, in ‘‘Geographic and Economic Differentials in Fertility;’’ and White’s ‘‘The Relation of Felonies to Environmental Factors in Indianapolis.’’ Although these studies and scores like them depend upon ecological correlations, it is not because their authors are interested in correlations between the properties of areas as such. Even out-and-out ecologists, in studying delinquency, for example, rely primarily upon data describing individuals, not areas. In each study which uses ecological correlations, the obvious purpose is to discover something about the behavior of individuals. Ecological correlations are used simply because correlations between the properties of individuals are not available. In each instance, however, the substitution is made tacitly rather than explicitly. The purpose of this paper is to clarify the ecological correlation problem by stating, mathematically, the exact relation between ecological and individual correlations, and by showing the bearing of that relation upon the practice of using ecological correlations as substitutes for individual correlations.
1,031 citations
"Perceived learning environment and ..." refers background in this paper
...Doing so would be a typical case of ecological fallacy (Robinson, 1950)....
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