autonomy support and academic emotions
TRANSCRIPT
Autonomy and Emotions Design Results References
Autonomy support and Academic Emotions inForeign Language Classes
False friends or right ones?
Christian Beermann & Hanna [email protected]
Fachbereich Erziehungswissenschaft, Didaktik der romanischen SprachenUniversitat Hamburg
IATEFL / LASIG, November 26th, 2010
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Autonomy and Emotions Design Results References
Outline
Autonomy and EmotionsDefinitionsRelation between autonomy and emotions
DesignResearch QuestionsParticipantsPopulationMeasuresMethod
ResultsDescriptiveCorrelationsModel resultsResults (Resume)
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Autonomy and Emotions Design Results References
Outline
Autonomy and EmotionsDefinitionsRelation between autonomy and emotions
DesignResearch QuestionsParticipantsPopulationMeasuresMethod
ResultsDescriptiveCorrelationsModel resultsResults (Resume)
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Autonomy and Emotions Design Results References
Outline
Autonomy and EmotionsDefinitionsRelation between autonomy and emotions
DesignResearch QuestionsParticipantsPopulationMeasuresMethod
ResultsDescriptiveCorrelationsModel resultsResults (Resume)
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Autonomy and Emotions Design Results References
Definitions of autonomy and academic emotions
”Autonomy is essentially a matter of the learner’s psychologicalrelation to the process and content of learning [. . . ] a capacity fordetachment, critical reflection, decision-making, and independentaction.”
(Little, 1999, p. 4)
The multi-component approach to define emotions.Emotions are defined by four distinct components (Izard, 1994;Scherer, 1984):
affectivecognitivephysiologicalmotivational
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Definitions of autonomy and academic emotions
”Autonomy is essentially a matter of the learner’s psychologicalrelation to the process and content of learning [. . . ] a capacity fordetachment, critical reflection, decision-making, and independentaction.”
(Little, 1999, p. 4)
The multi-component approach to define emotions.Emotions are defined by four distinct components (Izard, 1994;Scherer, 1984):
affectivecognitivephysiologicalmotivational
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Autonomy and Emotions Design Results References
The control value theory of academic emotionsIn the control-value theory (Pekrun, 2000) autonomy is seen asan important antecedent of academic emotions.
Environment Appraisals Emotions
Competence Supportinstructional quality,teacher engagement etc.
Autonomy supportvs. control
Achievementexpectancies
Feedback andconsequencesof achievement
Social relatedness
Controlcausal attribution,self-concepts etc.
Valuesinterest, goals etc.
Academicemotions
Figure: Social Cognitive Control-Value Theory of academic emotionsGotzet al., 2006
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Autonomy and Emotions Design Results References
The control value theory of academic emotionsIn the control-value theory (Pekrun, 2000) autonomy is seen asan important antecedent of academic emotions.
Environment Appraisals Emotions
Competence Supportinstructional quality,teacher engagement etc.
Autonomy supportvs. control
Achievementexpectancies
Feedback andconsequencesof achievement
Social relatedness
Controlcausal attribution,self-concepts etc.
Valuesinterest, goals etc.
Academicemotions
Figure: Social Cognitive Control-Value Theory of academic emotionsGotzet al., 2006
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Autonomy and Emotions Design Results References
Research Questions
With this study we want to explore the relation between autonomysupport and academic emotions in foreign language classroom.Research questions are:
I (How) does autonomy support influence academic emotions infrench foreign language classroom?
I (How) does the class level of perceived autonomy supportinfluence academic emotions?
I Is there a difference in the influence on distinct emotions?
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Autonomy and Emotions Design Results References
Description of the participants
We asked
I N = 547 pupils (individual level, within)
I N = 31 German 9th grade classes (class level, between)
I (schools N = 18)
on their perception of autonomy support and emotions in Frenchforeign language classroom.
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Design
Students were asked to complete a standardized questionnaire attwo occasions in 9th grade.
I first occasion (December): perception of autonomy support
I second occasion (July): emotional experiences in French class
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How to measure autonomy?
In french class . . .
I I can organize my time independently.
I I feel that I can make my own decisions.
I I can try to solve tasks in my own way.
I We are encouraged by the teacher to find our own solutions.
I We are taught to work independently.
Im Franzosischunterricht . . .
I ist es mir moglich, meine Zeit selbst einzuteilen.I habe ich das Gefuhl, dass ich eigene Entscheidungen treffen kann.I kann ich versuchen, Aufgaben auf meine Art zu erledigen.I werden wir vom Lehrer/ von der Lehrerin ermuntert, eigene Losungen zu
finden.I wird uns beigebracht, selbststandig zu arbeiten.
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How to measure emotions?
I Emotions are measured as construct.
I Scales make use of the multi-component approach describedabove.
I Four-item short scales, one item per component / dimension.
All scales:5-point rating scale, from 1=none to 5=very strong
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Autonomy and Emotions Design Results References
”Autonomy is essentially a matter of the learner’s psychologicalrelation to the process and content of learning [. . . ] a capacityfor detachment, critical reflection, decision-making, andindependent action.
(Little, 1999, p. 4)
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Parceling
Parceling of variables: Subsuming of items by computing theirmean.
Personal Dimension, Parcel 1I can organize my time independently.I feel that I can make my own decisions.
Task Dimension, Parcel 2I can try to solve tasks in my way.
Instructional Dimension, Parcel 3We are encouraged by the teacher to find our own solutions.We are taught to work independently
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Internal Consistencies
Autonomy
Autonomy Support (α = .78)Source of the scales: Kunter, 2005, PISA2003
Emotions:Joy (α = .83)Boredom (α = .87)Anger (α = .75)Anxiety (α = .75)Source of the scales: Cronjager, 2009
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Autonomy and Emotions Design Results References
Method
I Structural Equation Modeling – allows for modeling theoutcome and the predictor als latent variable, considersmeasurement error
I Multilevel Analysis – by using the Type = COMPLEX option,accounts for clustered data
I One model for each emotion
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Boxplots of the examined variables
auto autocm joy bor ang anx
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34
5
Bold Lines = MedianBox = inter-quartile range= 50 % of dataCircles = Outliers
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Descriptives and Intraclasscorrelation Coefficient (ICC)
M (SD) ICC
auto 2.45 (0.77) 0.20autocm 2.44 (0.39) —
joy 1.99 (0.77) 0.14bor 2.75 (1.02) 0.15ang 2.18 (0.88) 0.15anx 1.49 (0.62) 0.01
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Correlations between autonomy and emotion
auto5 auto5cm joy bor ang
auto5auto5cm 0.49∗∗∗
joy 0.46∗∗∗ 0.27∗∗∗
bor −0.39∗∗∗ −0.29∗∗∗ −0.65∗∗∗
ang −0.37∗∗∗ −0.27∗∗∗ −0.53∗∗∗ 0.69∗∗∗
anx −0.21∗∗∗ −0.06 −0.28∗∗∗ 0.37∗∗∗ 0.61∗∗∗
Note: level of significance:∗∗∗p < .001; ∗∗p < .01; ∗p < .05.; BivariatePearson product-moment correlations
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Model Results: Joy
Within (individual level)
Between (class level)
autonomy0.79∗∗∗
autop1 autop2 autop3 joy1 joy2 joy3 joy4
joy
1 1.01 1.17 0.911 0.29 0.84
1 0.91 0.20ns 0.77
joyautonomy0.22ns
joy1 joy2 joy3 joy4
Figure: Model for joy
Model Results: Boredom
Within (individual level)
Between (class level)
autonomy−0.43∗∗∗
autop1 autop2 autop3 bor1 bor2 bor3 bor4
boredom
1 1.02 1.21 1.381 1.48 1.53
1 0.23ns 0.69 0.77
boredomautonomy−0.53∗
bor1 bor2 bor3 bor4
Figure: Model for boredom
Model Results: Anger
Within (individual level)
Between (class level)
autonomy−0.67∗∗∗
autop1 autop2 autop3 ang1 ang2 ang3 ang4
anger
1 1.04 1.20 0.821 0.52 0.60
1 0.97 0.02ns 0.65
angerautonomy−0.42ns
ang1 ang2 ang3 ang4
Figure: Model for anger
Model Results: Anxiety
Within (individual level)
Between (class level)
autonomy−0.30ns
autop1 autop2 autop3 anx1 anx2 anx3 anx4
anxiety
1 1.01 1.17ns 0.61ns1 0.96 0.86
1 0.70ns 0.83ns 0.59ns
anxietyautonomy0.09ns
anx1 anx2 anx3 anx4
Figure: Model for anxiety
Autonomy and Emotions Design Results References
Model Results
Joy Boredom Anger Anxiety
autonomywithin 0.79∗∗∗(0.11) −0.43∗∗∗(0.08) −0.67∗∗∗(0.09) −0.30ns (2.81)autonomybetween 0.22ns (0.19) −0.53∗ (0.25) −0.42ns (0.24) 0.09ns (0.12)
Fit-Statisticsχ2 27.15ns 41.44∗ 71.49∗∗∗ 34.93∗
CFI 1 0.99 0.96 0.98RMSEA 0.02 0.04 0.06 0.03SRMRwithin 0.02 0.03 0.04 0.03SRMRbetween 0.11 0.12 0.13 0.25
Note: level of significance:∗∗∗p < .001; ∗∗p < .01; ∗p < .05;ns =not significant .N = 547
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Results
Autonomy support influences on individual level
I joyI boredomI anger
On class level
I boredom
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Thank you for your attention !Merci beaucoup pour votre attention!
Download slides at
www.christian-beermann.deor contact: [email protected]
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References
Cronjager, H. (2009). “Emotionen im schulischen Fremdsprachenunterricht: Bedingungen, Wirkungen undVeranderungen im ersten Lernjahr Franzosisch”. Unveroffentlichte Dissertation. Jena: Universitat Jena.
Gotz, T. et al. (2006). “Academic emotions from a social-cognitive perspective: antecedents and domain specificityof students’ affect in the context of Latin instruction.” In: The British journal of educational psychology 76.Pt2, pp. 289–308.
Izard, C. (1994). Die Emotionen des Menschen [Human emotions]. Weinheim: Beltz.Kunter, M. (2005). Multiple Ziele im Mathematikunterricht. Munster: Waxmann.Little, D. (1999). Learner autonomy. Definitions, issues and problems. Reprinted. Dublin: Authentik.Pekrun, R. (2000). “A Social-Cognitive, Control-Value Theory of Achievement Emotions”. In: Motivational
psychology of human development: developing motivation and motivating development. Ed. by J. Heckhausen.Oxford: North Holland, pp. 143–163.
Scherer, K. R. (1984). “On the nature and function of emotion: A component process approach”. In: Approaches toemotion. Ed. by K. R. Scherer and P. Ekman. Hillsdale, NJ: Lawrence Erlbaum Associates. Chap. 14,pp. 293–317.
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