ادراک از محیط یادگیری کلاس و هیجان تحصیلی: تحلیل چند سطحی کلاس ریاضی

نویسندگان

1 دانشکده‌ روانشناسی و علوم تربیتی دانشگاه تهران

2 کارشناسی ارشد روانشناسی تربیتی. دانشکده علوم تربیتی و روانشناسی دانشگاه الزهرا )س(

چکیده

هدف
مطالعه حاضر بررسی رابطه  ادراک از محیط
یادگیری کلاس و هیجان تحصیلی با پیشرفت ریاضی در دو سطح دانش­آموز و کلاس است. این رابطه در میان 600 دانش آموز پایه ششم
از 20 کلاس بررسی شد. دانش آموزان به پرسشنامه­های ادراک از ساختار کلاس فرانزل،
پکران و گوتز (2007) و هیجان پیشرفت پکران، گوتز و فرانزل (2005) پاسخ دادند.
نتایج تحلیل چند سطحی نشان دهنده رابطه منفی و معنادار هیجان تحصیلی اضطراب، و
رابطه مثبت و معنادار لذت با عملکرد ریاضی در سطح دانش­آموز و همچنین رابطه
معنادار ابعاد ادراک از محیط یادگیری کلاس یعنی کیفیت آموزش ریاضیات، اعتماد به
همسالان، تنبیه معلم و رقابت با عملکرد ریاضی در سطح مدرسه است. در مدل کامل 29 درصد
و 71 درصد از واریانس عملکرد ریاضی به ترتیب بر اساس متغیرهای سطح اول و دوم پژوهش
تبیین شده است. نتایج همچنین نشان داد که مدل دو سطحی بر خلاف مدل معمولی و یک
سطحی، دانش بیشتری در ارتباط با رابطه بین متغیرها ارائه می­دهد.

کلیدواژه‌ها


عنوان مقاله [English]

Perception of classroom learning environment and academic emotion: A multi-level analysis of mathematics sessions

نویسندگان [English]

  • zahra naghsh 1
  • Zahra Ramezani khamsi 2
1 university of tehran-tehran-iran
چکیده [English]

The purpose of this study was to investigate the relationship between perception of classroom learning environment and academic emotion with mathematics improvement in two levels of student and classroom. This relationship was analyzed among six hundred students of 6Th grade from 20 classes. Students completed two questionnaires: Perceived learning environment of Frenzel, Pekrun, Goetz (2007) and academic emotional of Pekrun, Goetz, Frenzel (2005). Multilevel analysis found a significant and negative association of educational Anxiety and positive and significant association of enjoyment with mathematics performance at the student level and also significant association of perception dimensions from classroom learning environment including quality of mathematics instruction, peers' esteem, teachers' punishment, competition with mathematics achievements at the the school level. In full model, 29% and 71%, of the variance in mathematics performance explained based on the variables at student level and school level respectively. The results highlighted that the two-level model presents more knowledge on the contrary to the normal and one-level method

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