In collaboration with Payame Noor University and Iran Educational Psychology Association

Document Type : Research

Authors

1 Ph.D. Student Educational Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

2 Assistant Professor, Department of Psychology , Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

3 Professor, Department of Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

4 Associate Professor, Department of Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

Abstract

The objective of this study was to conduct a multilevel analysis examining the relationship between the perception of teachers' diagnostic skills, classroom challenge level, quality of teaching, cognitive emotion regulation strategies, and ninth-grade students' achievement emotions. The research method was correlational and conducted in a multilevel analysis format. The statistical population comprised all ninth-grade male and female students from the secondary schools of Khegilooyeh during the academic year 1401-1402. Among them, a sample of 1,000 students (500 boys and 500 girls) was randomly selected using a multi-stage sampling method. To measure the research variables, the following instruments were used: Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were utilized. The data were analyzed using Hierarchical Linear Modeling (HLM). The results of the multilevel analysis indicated that both Level 1 variables (positive strategies of cognitive regulation of emotion) and Level 2 variables (average of positive strategies of cognitive regulation of class emotion, perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly predicted positive achievement emotions. The interaction between Level 2 variables and the slope of positive cognitive emotion regulation strategies and positive achievement emotions was significant. Based on the multilevel analysis in this research, it can be concluded that focusing on enhancing positive cognitive emotion regulation strategies among students and classroom variables (Level 2) leads to fostering positive achievement emotions in students. Consequently, this results in a positive attitude towards the learning process

Keywords

Main Subjects

امین پور، حسن، حسینی نسب، سید داوود، آزموده، معصومه (1399). رابطه بین جهت گیری اهداف و راهبردهای شناختی تنظیم هیجان با هیجانات پیشرفت مثبت و منفی. سلامت اجتماعی، 7(4)، 446-459.
بزرگ پوری، مروارید، کورش نیا، مریم، رضایی، آذرمیدخت و کاظمی، سلطانعلی (1400). رابطه بین ادراک از محیط کلاس و خودتنظیمی تحصیلی با نقش واسطه گری ارضای نیازهای اساسی روان شناختی. مجلة مطالعات آموزش و یادگیری، 13(1)، 96-81.
پورشهریار، حسین، شکری، امید و سعادتی، فائزه (1399). مدل یابی رابطه علّی راهبردهای مقابله تنظیم شناختی هیجان و کفایت هیجانی-اجتماعی با هیجانات پیشرفت و رفتارهای سبک زندگی تحصیلی در دانشجویان: نقش میانجی گر تاب آوری تحصیلی. پایان نامه کارشناسی ارشد، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید بهشتی تهران.
خدایی، علی و زارع، حسین (1397). نقش واسطه‌ای راهبردهای نظم‌بخشی شناختی هیجان در رابطه تنیدگی تحصیلی ادراک شده و هیجانات پیشرفت. فصلنامه پژوهش در یادگیری آموزشگاهی و مجازی، دوره 6، شماره 2، 64-49.
لطیفیان، مرتضی و خوشبخت، فریبا (1391). بررسی قدرت پیش بینی کیفیت تدریس معلم و جو کلاس برای یادگیری ریاضی با واسطه گری باورهای انگیزشی و راهبردهای یادگیری خودنظم دهی در دانش‌آموزان کلاس پنجم ابتدایی. مجله علوم تربیتی دانشگاه شهید چمران اهواز، سال ششم، شماره 2، 107-126.
همایونی، بنت الهدی، مرزوقی، رحمت اله و حیدری، الهام (1399). بررسی رابطه ادراک دانش‌آموزان متوسطه اول از کیفیت کلاس درس و نگرش به درس علوم تجربی. پایان نامه کارشناسی ارشد، دانشکده علوم تربیتی و روان شناسی، دانشگاه شیراز.
 
Al-badareen, G. (2016). Cognitive Emotion Regulation Strategies as Predictors of academic achievement among University Students. Educational and Psychological Studies, 10 (4), 680-686.
Brans, K., Koval, P., Verduyn, P., Lim, Y. L., & Kuppens, P. (2013). The regulation of negative and positive affect in daily life, American Psychological Association, 1(3), 13.
Brunner, M., Anders, Y., Hachfeld, A., & Krauss, S. (2013). The diagnostic skills of mathematics teachers. In M. Kunter, J. Baumert, & W. Blum, http://dx.doi.org/10. 1007/978-1-4614-5149-5_11.
Csikszentmihalyi, M. (2014). Flow and the foundations of positive psychology. Dordrecht, The Netherlands: Springer.
Daschmann, E. C., Goetz, T., & Stupnisky, R. H. (2011). Testing the predictors of boredom at schools: Development and validation of the precursors to boredom scales. British Journal of Educational Psychology, 81, 421-440.
Frenzal, A. C., Pekrun, R., & Goetz, T. (2007). Girls and Mmathematics- a Hopless Issue? A Control- value Aapproach to Gender Ddifferences in Emotions toward Mathematics. Eurapean Journal of Education, 4, 497-514.
Garn, A. C., Simonton, K., Dasingert, T., & Simonton, A. (2017). ''Predicting changes in student engagement in university physical education: Application of control- value theory of achievement emotions''. Psychology of Sport and Exercise, 29, 93-102.
Garnefski, N., Kraaij, V., & Spinhoven, P. H. (2001). Negative life events, cognitive emotion regulation and emotion problem. Personality and Individual Differences Journal, 36, 1311-1327.
Gartner, H. (2010). Wie Schülerinnen und Schuler ihre Lernumwelt wahrnehmen. Ein Vergleich verschiedener Maße zur Ubereinstimmung von Schülerwahrnehmungen [How students perceive their learning environment: A comparison of four indices of interrater agreement]. Zeitschrift fur Padagogische Psychologie, 24(2), 111-122. http:// dx.doi.org/10.1024/10100652/a000009.
Garnefski, N., Kraaij, V. & Spinhoven, P. (2002). CERQ: Manual for the use of the Cognitive Emotion Regulation Questionnaire. Datec, Leiderdorp, The Netherlands.
Garnefski, N., & Kraaij, V. (2006) Relationship between Cognitive Emotion Regulation Strategies and Depressive Symptoms: A Comparative Study of Five Specific Sample Samples. Personality and individual Differences, 40(8), 1659-1669. http://dx.doi.org/10.1016/j.paid.2005.12.009
Garnefski, N., koopman, H., & kraaij, V. (2009). Report: cognitive Emotion Regulation Stretegies and psychological Adjusment in Adolescents withea chronic Disease. Journal of Adolescent, 32(11), 449-454.
Garnefski, N., Van-Den-Kommer, T., & Kraaij, V. (2002). The relationship between cognitive emotion regulation strategies and emotional problems: Comparison between a clinical and a non clinical sample. European Journal of Personality, 16(5), 403-420. https://doi.org/10.1002/per.458.
Gentry, M., & Springer, P. (2002). Secondary student perceptions of their class Activities regarding meaningfulness, challenge, choice, and appeal: An initial instrument validation study. Journal of Secondary Gifted Education, 13, 192-204. http://dx.doi.org/ 10.42 19/jsge-2002-381.
Gentry, M., & Owen, S. V. (2004). Secondary student perceptions of classroom quality: Instrumentation and differences between advanced/honors and nonhonors classes. Journal of Secondary Gifted Education, 16(1), 20-29.
Gentry, M., Gable, R. K., & Rizza, M. G. (2002). Student perceptions of classroom activities: Are there grade-level and gender differences. Journal of Educational Psychology, 94, 539-544.
Gershenson, S. (2016). Linking Teacher quality, Student Atteadance, And student Achievement. Education Finance and Policy, 11 (2), 125-149. https://doi.org/10.1162/EDFP_a_00180
Goetz, T., Ludtke, O., Nett, U. E., Keller, M. M., & Lipnevich, A. A. (2013). Characteristics of teaching and students' emotions in the classroom: Investigating differences across domains. Contemporary Educational Psychology, 38(4), 383-394.
Goetz, T., Pekrun, R., & Hall, N., (2006). Academic Emotions from a Socialcognitive Perspective: Aantecedents and Domain Specificity of Students, Affect in the Context of Latin Instruction, British Journal of Educational Psychology, 76, 289-308.
Hair, J. F., Black, W., Babin, B., & Anderson, R. E. (2009). Multivariate data analysis. New Jersey, NJ: Prentice Hall.
Harley, J. M., Jarrell, A., & Lajoie, S. P. (2019). Emotion regulation tendencies, achievement emotions, and physiological arousal in a medical diagnostic reasoning simulation. Instructional Science, 47(2), 151-180. https://doi.org/10.1007/s11251-018-09480-z
Heck, R. H., Thomas, S. L., & Tabata, L. N. (2014). Multilevel and Longitudinal Modeling with IBM SPSS. Second Edition. Published in New York by Routledge.
Karagiannopoulou, E., Desatnik, A., Rentzios, C., & Ntritsos, G. (2022). The exploration of a ‘model’ for understanding the contribution of emotion regulation to students learning. The role of academic emotions and sense of coherence. Current Psychology, 41(9), 5781-5794.
Kyriakides, L., Campbell, R. J., & Gagatasis, A. (2000). The significance of the classroom effect in primery school: An application of Creemers’ comprehensive model of educational effectiveness. School Effectiveness and School Improvement, 11, 501-529.
LaRocque, L. M. (2008). Assessing perceptions of the environment in elementary classrooms: The link with achievement. Journal of the Association of Educational Psychologists, 24, 289-305.
Lazarides, R., & Buchholz, J. (2019). Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms? Learning and Instruction, 61, 45-59.
Lee, M., & jang, k. s. (2021). Mediating Effects of Emotion Regulation between Socio-Cognitive Mindfulness and Achievement Emotions in Nursing Students. Healthcare, 9(9), 1238. https://doi.org/10.3390/healthcare9091238
Loibl, K., Leuders, T., & Dorfler, T. (2020). A framework for explaining teachers’ diagnostic judgements by cognitive modeling (DiaCoM). Teaching and Teacher Education, 91, 103059.
Lovat, T. J. & Toomey, R. (Eds.) (2007). Values education and quality Teaching: Tthe double helix effect: Sydney, David Barlow Publishing.
Magen-Nagar, N., & Shachar, H. (2017). Quality of Teaching and Dropout Risk: A Multi-Level Analysis. Journal of Education for Students Placed at Risk (JESPAR), 22(1), 9-24.
Mass, C. J. M., & Hox, J. J. (2004). The influence of violations of assumptions on multilevel parameter estimates and their standard errors. Computational Statistics and Data Analysis, 46, 427-440.
McRae, K., & Gross, J. J. (2020). Emotion regulation. Emotion, 20(1), 1-9. https://doi.org/10 .1037/ emo0000703
Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing Emotion and Motivation to Learn in Classroom Contexts, Edu Psychol Rev, 18, 377- 390.
National Board for Professional Teaching Standards. (2002). What teachers should know and be able to do. Arlington, VA: National Board for Professional Teaching Standards. Retrieved from http://boardcertifiedteachers.org/sites/default/files/what_teachers_should_know.pdf.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48. http://dx.doi.org/10.1016 /j.cedpsych.2010.10.002.
Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ), Users Mannal, Mannal Version 2005.
Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.). International handbook of emotions in education (pp. 120-141). New York, NY: Routledge.
Pendlington, S. (2005). Mathematics is not easy: The importance of teaching children to struggle. Research in Mathematics Education, 7(1), 3-17. DOI: 10.1080/147 94800008520142
Pianta, R.C., Blesky, J., Vandergrift, N., Houts, R., & Morrison, F. (2008). Classroom Effects on Children's Achievement Trajectories in Elementary School. American Educational Research Journal, 45 (2), 365-397.
Reindl, M., Tulis, M., & Dresel, M. (2020). Profiles of emotional and motivational self-regulation following errors: Associations with learning. Learning and Individual Differences, 77, 101806. https://doi.org/10.1016/j.lindif.2019.101806
Rentzios, C., & Karagiannopoulou, E. (2021). Rethinking Asso ciations between Distal Factors and Learning: Attachment, Approaches to Learning and the Mediating Role of Academic Emotions. Psychology, 12(06), 899–924. https://doi.org/10.4236/ psych.2021.126055
Sakiz, G. (2007). Does Teacher Affective Support Matter? An Investigation of the Relationship among Perceived Teacher Affective Support, Sense of Belonging, Academic Emotions, Academic Self - efficacy Beliefs, and academic Effort in the Mddle School Mathematics Classroom, Doctoral Dissertation of Philosophy, The Ohio State University.
Schutz, P. A., Hong, J. Y., Cross, D. I., & Osban, J. N. (2006). Reflections on Investigating Emotion in Educational Activity Setting. Edu Psychol Rev,18, 343-360.
Schweinle, A., Turner, J. C., & Meyer, D. K. (2008). Understanding young adolescents' optimal experiences in academic settings. Journal of Experimental Education, 77(2), 125–146. http://dx.doi.org/10.3200/JEXE. 77.2.125-146.
Sudkamp, A., Kaiser, J., & Moller, J. (2012). Accuracy of teachers' judgments of students' academic achievement: A meta-analysis. Journal of Educational Psychology, 104(3), 743-762. http://dx.doi.org /10.1037/ a002 7627.
Szczygiel, R., Buczny, M., & Bazinska, J. (2012). Specificity of cognitive emotion regulation strategies: A transdiagnostic examination. Behaviour Research and Therapy, 48(10), 974-983.
Thiede, K. W., Brendefur, J. L., Carney, M. B., Champion, J., Turner, L., Stewart, R., & Osguthorpe, R. D. (2018). Improving the accuracy of teachers’ judgments of student learning. Teaching and Teacher Education, 76, 106-115. https://doi. org/10.1016/j.tate .2018.08.004.
Tugade, M. M. & Fredrickson, B. L. (2007). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Social Psychology, 86, 320-333.
Tulis, T., & Fulmer, S. M. (2017). Students' motivational and emotional experiences and their relationship to persistence during academic challenge in mathematics and reading. Learning and Individual Differences, 27(2013), 35-46.
Urhahne, D., & Wijnia, L. (2021). A review on the accuracy of teacher judgments. Educational Research Review, 32, 100374. https://doi.org /10.1016/ j.edurev.2020. 100374.
Vidovich, L., Fourie, M., Van der Westhuizen, L., Alt, H., & Holtzhausen, S. (2000). Quality teaching and learning in Australian and South African universities: comparing policies and practices. Compare, 30(2), 193-209.
Westphal, A., Kretschmann, J., Gronostaj, A., & Vock, M. (2018). More enjoyment, less anxiety and boredom: How achievement emotions relate to academic self-concept and teachers' diagnostic skills. Learning and Individual Differences, 62, 108-117