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


university of tehran-tehran-iran


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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