جستجوی مقالات مرتبط با کلیدواژه "سطح چالش انگیزی" در نشریات گروه "روانشناسی"

This research was conducted with the aim of predicting the enjoyment of learning based on class management, challenging level of the class, teacher's diagnostic skills, and cognitive emotion regulation strategies in students, using multilevel analysis. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Male and 500 Female) was selected by multi-stage random sampling method. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of multilevel analysis showed that variables of level 1 (positive strategies of cognitive regulation of emotions) and level 2 (average of positive strategies of cognitive regulation of class emotion, class management, challenging level of class and teacher's diagnostic skills) were positively and significantly predicting the enjoyment of learning. The interactions of level 2 variables with the slope of the relationship between positive strategies of cognitive regulation of emotions and the enjoyment of learning were significant. Also, the difference in learning enjoyment among classes and the difference between classes in terms of the slope of the relationship between positive strategies of cognitive regulation of emotions and the enjoyment of learning were significant. In order to increase the enjoyment of learning, it is possible to pay attention to the education and promotion of positive strategies for the cognitive regulation of students' emotions and the quality of classroom variables (class management, the challenging level of the class and the teacher's diagnostic skills).

This multilevel analysis research aims to investigate the relationship negative achievement emotions, perception of teachers’ diagnostic skills, challenging level of the class and quality of teacher’s teaching with math performance in ninth-grade students.

The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth-grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 male and 500 female) was selected by multistage random sampling method. Pekran et al.'s achievement emotions questionnaire (2005), 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) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method.

The results of the multilevel analysis showed that variables of level 1 (negative achievement emotions) and level 2 (average negative achievement emotions of class) negatively and significantly, and variables of level 2 (perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly, were predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between negative achievement emotions and math performance were significant.

In sum, the results of the multilevel analysis in this research showed that students' math performance is related to the reduction of their negative achievement emotions and average negative achievement emotions of class, and the increase of the perception of teachers’ diagnostic skills, challenging level of class and the quality of the teacher’s teaching.

The aim of this multilevel analysis research is to investigate the relationship of perception of teachers’ diagnostic skills, challenging level of the class, quality of teacher’s teaching and positive achievement emotions with math performance in ninth grade students. The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Male and 500 female) was selected by multi-stage random sampling. 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), Pakran et al.'s achievement emotions questionnaire (2005) and students' grades of the first semester of math lessons were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method. The results of multilevel analysis showed that variables of level 1 and level 2 were positively predicting math performance of students. The interactions of level 2 variables with the slope of the relationship between positive achievement emotions and math performance were significant. Based on the multilevel analysis in this research, it can be concluded that paying attention to the increase of students' positive achievement emotions and the improvement of class variables will lead to the improvement of students' mathematical performance and their positive attitude towards this lesson.