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 data lend additional support to reference group theory, with the big-fish-little-pond effect supported for all three variables tested.
216 citations
"Perceived learning environment and ..." refers background in this paper
...These have been shown for self-concept (e.g., Marsh, 1987), test anxiety (Zeidner & Schleyer, 1998), and mathematics anxiety and enjoyment (Goetz et al., 2004)....
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TL;DR: The treatment of contextual effects in the social science literature has traditionally focused on statistical phenomena more than on social processes as mentioned in this paper, and the existence of contextual processes has been traditionally overlooked in the literature.
Abstract: Treatments of contextual effects in the social science literature have traditionally focused on statistical phenomena more than on social processes. Typically, the existence of contextual processes...
206 citations
23 May 2019
TL;DR: The expectancy-value theory of anxiety as mentioned in this paper suggests that cognitive mediation of anxiety is just one of several ways in which emotions can arise, including genetically based anxiety and habitualized anxiety.
Abstract: This chapter outlines basic assumptions of the theory and discusses implications for anxiety/achievement relations and for social determinants of anxiety. It describes briefly some implications for prevention and therapy. The expectancy–value theory of anxiety implies that cognitive mediation of anxiety is just one of several ways in which emotions can arise. Two other modes of anxiety formation are genetically based anxiety and habitualized anxiety. Cognitive mediation of anxiety implies that situational perceptions do not trigger anxiety directly, but only after the situation has been appraised cognitively. Habitualized anxiety is sustained if the situation recurs without changes. Expectancies of the type imply that actions intended to prevent these negative events can be performed. Concerning personality determinants, expectancies and values are assumed to be influenced by enduring expectancy and valence beliefs stored in memory. By implication, distal influences on anxiety development may be mediated by building up or changing expectancy–value belief systems.
184 citations
TL;DR: In this paper, a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement was conducted. But, the authors did not consider the effects of variables at both the classroom and individual level simultaneously.
Abstract: In a study of the relationship between high school students' perceptions of their science learning environments and their motivation, learning strategies, and achievement, 377 students in 22 introductory science classrooms completed surveys in the fall and spring of their ninth-grade year. Hierarchical linear regression was used to model the effects of variables at both the classroom and individual level simultaneously. High intraclass agreement (indicated by high parameter reliability) on all classroom environment measures indicated that students shared perceptions of the classroom learning environment. Controlling for other factors, shared perceptions that only the most able could succeed in science classrooms and that instruction was fast-paced and focused on correct answers negatively predicted science achievement, as measured on a districtwide curriculum-linked test. Shared perceptions that classrooms focused on understanding and independent thinking positively predicted students' self-reported satisfaction with learning. Implications of these results for both teaching and research into classroom environments are discussed. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 347–368, 2003
169 citations
"Perceived learning environment and ..." refers background in this paper
...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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...Nolen (2003) showed that average student perceptions of instruction in their science classes as being meritocratic (i....
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...Nolen (2003) showed that average student perceptions of instruction in their science classes as being meritocratic (i.e., fast paced and concentrating on errors) were negatively related to individual science achievement and moreover, shared perceptions that classrooms focused on understanding and independent thinking was positively related to individual student satisfaction with learning. Turner et al. (2002) showed that aggregate student perceptions of mastery goal structures influenced individual self-handicapping and avoidance of help seeking. 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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...Nolen (2003) showed that average student perceptions of instruction in their science classes as being meritocratic (i.e., fast paced and concentrating on errors) were negatively related to individual science achievement and moreover, shared perceptions that classrooms focused on understanding and independent thinking was positively related to individual student satisfaction with learning. Turner et al. (2002) showed that aggregate student perceptions of mastery goal structures influenced individual self-handicapping and avoidance of help seeking....
[...]
...Nolen (2003) showed that average student perceptions of instruction in their science classes as being meritocratic (i.e., fast paced and concentrating on errors) were negatively related to individual science achievement and moreover, shared perceptions that classrooms focused on understanding and…...
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