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: The relation between the learning environment (e.g., students' perceptions of the classroom goal structure and teachers' instructional discourse) and students' reported use of avoidance strategies (selfhandicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was examined in this article.
Abstract: The relation between the learning environment (e.g., students’ perceptions of the classroom goal structure and teachers’ instructional discourse) and students’ reported use of avoidance strategies (selfhandicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was examined. Quantitative analyses indicated that students’ reports of avoidance behaviors varied significantly among classrooms. A perceived emphasis on mastery goals in the classroom was positively related to lower reports of avoidance. Qualitative analyses revealed that teachers in high-mastery/low-avoidance and low-mastery/high-avoidance classrooms used distinctively different patterns of instructional and motivational discourse. High incidence of motivational support was uniquely characteristic of high-mastery/ low-avoidance classrooms, suggesting that mastery goals may include an affective component. Implications of the results for both theory and practice are discussed.
625 citations
"Perceived learning environment and ..." refers background in this paper
...Turner et al. (2002) showed that aggregate student perceptions of mastery goal structures influenced individual self-handicapping and avoidance of help seeking....
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...However, both Nolen (2003) and Turner et al. (2002) incorporated the classroom environment variables at the class level only, so that individual level and class-level effects cannot be disentangled in their studies....
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...…that the perceived learning environment is significantly related to student achievement (Fraser, 1994; McRobbie & Fraser, 1993; Moos, 1979), as well as emotional and social outcomes (Anderman, 2002; Anderman, Eccles, Yoon, Roeser, Wigfield, & Blumenfeld, 2001; Fraser, 1994; Turner et al., 2002)....
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12 Dec 1991
TL;DR: Barr and Dreeben as mentioned in this paper show that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration.
Abstract: As budgets tighten for school districts, a sound understanding of just how teaching and administration translate into student learning becomes increasingly important. Rebecca Barr, a researcher of classroom instruction and reading skill development, and Robert Dreeben, a sociologist of education who analyzes the structure of organizations, combine their expertise to explore the social organization of schools and classrooms, the division of labor, and the allocation of key resources. Viewing schools as part of a social organization with a hierarchy of levels-district, school, classroom, instructional group, and students-avoids the common pitfalls of lumping together any and all possible influences on student learning without regard to the actual processes of the classroom. Barr and Dreeben systematically explain how instructional groups originate, form, and change over time. Focusing on first grade reading instruction, their study shows that individual reading aptitude actually has little direct relation to group reading achievement and virtually none to the coverage of reading materials once the mean aptitude of groups is taken into consideration. Individual aptitude, they argue, is rather the basis on which teachers form reading groups that are given different instructional treatment. It is these differences in group treatment, they contend, that explain substantial differences in learning curricular material.
617 citations
TL;DR: For instance, this paper found that the affective component of math anxiety related more strongly and negatively than did the worry component to children's ability perceptions, performance perceptions, and math performance.
Abstract: We assessed math anxiety in 6ththrough 12th-grade children (N = 564) as part of a comprehensive longitudinal investigation of children's beliefs, attitudes, and values concerning mathematics. Confirmatory factor analyses provided evidence for two components of math anxiety, a negative affective reactions component and a cognitive component. The affective component of math anxiety related more strongly and negatively than did the worry component to children's ability perceptions, performance perceptions, and math performance. The worry component related more strongly and positively than did the affective component to the importance that children attach to math and their reported actual effort in math. Girls reported stronger negative affective reactions to math than did boys. Ninth-grade students reported experiencing the most worry about math and sixth graders the least.
592 citations
"Perceived learning environment and ..." refers background in this paper
...Fennema & Sherman, 1976; Wigfield & Meece, 1988 ), we currently lack empirical evidence concerning students’ emotions in connection with learning and achievement in mathematics....
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...Excepting the well-researched area of mathematics anxiety (e.g. Fennema & Sherman, 1976; Wigfield & Meece, 1988), we currently lack empirical evidence concerning students’ emotions in connection with learning and achievement in mathematics....
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TL;DR: In this paper, the complex results of meta-analyses of gender differences in attitudes and affect specific to mathematics were reported, and effect sizes for mathematics anxiety differ depending upon the sample (highly selected or general).
Abstract: This article reports the complex results of meta-analyses of gender differences in attitudes and affect specific to mathematics. Overall, effect sizes were small and were similar in size to gender differences in mathematics performance. When differences exist, the pattern is for females to hold more negative attitudes. Gender differences in self-confidence and general mathematics attitudes are larger among high school and college students than among younger students. Effect sizes for mathematics anxiety differ depending upon the sample (highly selected or general). One exception to the general pattern is in stereotyping mathematics as a male domain, where males hold much more stereotyped attitudes (d = -.90). While affect and attitudes toward mathematics are not the only influences on the development of gender differences in mathematics performance, they are important, and both male and female affect and attitudes should be considered in conjunction with other social and political influences as explanations.
576 citations
"Perceived learning environment and ..." refers methods in this paper
...Secondly, we controlled for gender which has also been shown to be related to environment perceptions (e.g., Goh & Fraser, 1998), as well as to mathematics emotions ( Hyde, Fennema, Ryan, Frost, & Hopp, 1990; Frenzel, Pekrun, & Goetz, in press)....
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TL;DR: A review of the research on the use of cooperative, competitive, cooperative, and individualistic goal structures on learning processes and outcomes can be found in this article, where the authors present a complete view of the conditions under which each type of goal structure should be used.
Abstract: Theories of instruction are prescriptive, in the sense that they set forth rules concerning or specifying the most effective way of achieving knowledge or mastering skills. Although there has been a great deal of debate concerning various aspects of the instructional situation, most educators seem to assume that there are no operational alternatives to the competitive goal structure in which students are expected to outperform their peers. There has been little recognition of the powerful effects the goal structure has upon student behavior, and the relevant social psychological research has never been fully reviewed. There are four possible goal structures which can be implemented in a learning situation: competitive, cooperative, individualistic, and no structure. Each type of goal structure has an implicit value foundation which is taught subtly, as an unconscious curriculum, to the student who interacts within it. There is a great deal of evidence that the process by which students learn (i.e., the way in which students interact and behave in learning situations) and the outcomes of learning are both largely determined by the goal structure implemented by educators. The purpose of this article is to present a review of the research on the use of cooperative, competitive, and individualistic goal structures on learning processes and outcomes. Before beginning the review the authors wish to make their bias clear. We believe that cooperative, competitive, and individualistic goal structures are all appropriate and effective under different conditions, that educators should use all three goal structures depending upon the specific instructional objectives, and that students should be taught the basic skills necessary to function in all three types of situations. There are some difficulties, however, with presenting a complete view of the conditions under which each type of goal structure should be used. There is little research comparing individualistic goal structures with cooperative and competitive goal structures and, therefore, the research on cooperation and competition dominates the review. Although there is a great deal of research comparing cooperative and competitive goal structures, this research has not clearly specified the conditions under which each is desirable. Much of the current literature on educational
473 citations
"Perceived learning environment and ..." refers background in this paper
...Finally, competitive goal structures in the classroom imply negative contingencies of success probabilities among the students; that is to say, the success of some students entails the failure of others (Johnson & Johnson, 1974)....
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