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Autonomy and Emotions Design Results References
Autonomy support and Academic Emotions in
Foreign Language Classes
False f...
Autonomy and Emotions Design Results References
Outline
Autonomy and Emotions
Definitions
Relation between autonomy and emo...
Autonomy and Emotions Design Results References
Outline
Autonomy and Emotions
Definitions
Relation between autonomy and emo...
Autonomy and Emotions Design Results References
Outline
Autonomy and Emotions
Definitions
Relation between autonomy and emo...
Autonomy and Emotions Design Results References
Definitions of autonomy and academic emotions
”Autonomy is essentially a ma...
Autonomy and Emotions Design Results References
Definitions of autonomy and academic emotions
”Autonomy is essentially a ma...
Autonomy and Emotions Design Results References
The control value theory of academic emotions
In the control-value theory ...
Autonomy and Emotions Design Results References
The control value theory of academic emotions
In the control-value theory ...
Autonomy and Emotions Design Results References
Research Questions
With this study we want to explore the relation between...
Autonomy and Emotions Design Results References
Description of the participants
We asked
N = 547 pupils (individual level,...
Autonomy and Emotions Design Results References
Design
Students were asked to complete a standardized questionnaire at
two...
Autonomy and Emotions Design Results References
How to measure autonomy?
In french class . . .
I can organize my time inde...
Autonomy and Emotions Design Results References
How to measure emotions?
Emotions are measured as construct.
Scales make u...
Autonomy and Emotions Design Results References
”Autonomy is essentially a matter of the learner’s psychological
relation ...
Autonomy and Emotions Design Results References
Parceling
Parceling of variables: Subsuming of items by computing their
me...
Autonomy and Emotions Design Results References
Internal Consistencies
Autonomy
Autonomy Support (α = .78)
Source of the s...
Autonomy and Emotions Design Results References
Method
Structural Equation Modeling – allows for modeling the
outcome and ...
Autonomy and Emotions Design Results References
Boxplots of the examined variables
auto autocm joy bor ang anx
12345
Bold ...
Autonomy and Emotions Design Results References
Descriptives and Intraclasscorrelation Coefficient (ICC)
M (SD) ICC
auto 2.4...
Autonomy and Emotions Design Results References
Correlations between autonomy and emotion
auto5 auto5cm joy bor ang
auto5
...
Model Results: Joy
Within (individual level)
Between (class level)
autonomy
0.79∗∗∗
autop1 autop2 autop3 joy1 joy2 joy3 jo...
Model Results: Boredom
Within (individual level)
Between (class level)
autonomy
−0.43∗∗∗
autop1 autop2 autop3 bor1 bor2 bo...
Model Results: Anger
Within (individual level)
Between (class level)
autonomy
−0.67∗∗∗
autop1 autop2 autop3 ang1 ang2 ang3...
Model Results: Anxiety
Within (individual level)
Between (class level)
autonomy
−0.30ns
autop1 autop2 autop3 anx1 anx2 anx...
Autonomy and Emotions Design Results References
Model Results
Joy Boredom Anger Anxiety
autonomywithin 0.79∗∗∗
(0.11) −0.4...
Autonomy and Emotions Design Results References
Results
Autonomy support influences on individual level
joy
boredom
anger
O...
Autonomy and Emotions Design Results References
Thank you for your attention !
Merci beaucoup pour votre attention!
Downlo...
Autonomy and Emotions Design Results References
References
Cronj¨ager, H. (2009). “Emotionen im schulischen Fremdsprachenu...
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Autonomy support and Academic Emotions

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  1. 1. Autonomy and Emotions Design Results References Autonomy support and Academic Emotions in Foreign Language Classes False friends or right ones? Christian Beermann & Hanna Cronj¨ager christian.beermann@uni-hamburg.de Fachbereich Erziehungswissenschaft, Didaktik der romanischen Sprachen Universit¨at Hamburg IATEFL / LASIG, November 26th, 2010 1 / 21
  2. 2. Autonomy and Emotions Design Results References Outline Autonomy and Emotions Definitions Relation between autonomy and emotions Design Research Questions Participants Population Measures Method Results Descriptive Correlations Model results Results (Resume) 2 / 21
  3. 3. Autonomy and Emotions Design Results References Outline Autonomy and Emotions Definitions Relation between autonomy and emotions Design Research Questions Participants Population Measures Method Results Descriptive Correlations Model results Results (Resume) 2 / 21
  4. 4. Autonomy and Emotions Design Results References Outline Autonomy and Emotions Definitions Relation between autonomy and emotions Design Research Questions Participants Population Measures Method Results Descriptive Correlations Model results Results (Resume) 2 / 21
  5. 5. Autonomy and Emotions Design Results References Definitions of autonomy and academic emotions ”Autonomy is essentially a matter of the learner’s psychological relation to the process and content of learning [. . . ] a capacity for detachment, critical reflection, decision-making, and independent action.” (Little, 1999, p. 4) The multi-component approach to define emotions. Emotions are defined by four distinct components (Izard, 1994; Scherer, 1984): affective cognitive physiological motivational 3 / 21
  6. 6. Autonomy and Emotions Design Results References Definitions of autonomy and academic emotions ”Autonomy is essentially a matter of the learner’s psychological relation to the process and content of learning [. . . ] a capacity for detachment, critical reflection, decision-making, and independent action.” (Little, 1999, p. 4) The multi-component approach to define emotions. Emotions are defined by four distinct components (Izard, 1994; Scherer, 1984): affective cognitive physiological motivational 3 / 21
  7. 7. Autonomy and Emotions Design Results References The control value theory of academic emotions In the control-value theory (Pekrun, 2000) autonomy is seen as an important antecedent of academic emotions. Environment Appraisals Emotions Competence Support instructional quality, teacher engagement etc. Autonomy support vs. control Achievement expectancies Feedback and consequences of achievement Social relatedness Control causal attribution, self-concepts etc. Values interest, goals etc. Academic emotions 4 / 21
  8. 8. Autonomy and Emotions Design Results References The control value theory of academic emotions In the control-value theory (Pekrun, 2000) autonomy is seen as an important antecedent of academic emotions. Environment Appraisals Emotions Competence Support instructional quality, teacher engagement etc. Autonomy support vs. control Achievement expectancies Feedback and consequences of achievement Social relatedness Control causal attribution, self-concepts etc. Values interest, goals etc. Academic emotions 4 / 21
  9. 9. Autonomy and Emotions Design Results References Research Questions With this study we want to explore the relation between autonomy support and academic emotions in foreign language classroom. Research questions are: (How) does autonomy support influence academic emotions in french foreign language classroom? (How) does the class level of perceived autonomy support influence academic emotions? Is there a difference in the influence on distinct emotions? 5 / 21
  10. 10. Autonomy and Emotions Design Results References Description of the participants We asked N = 547 pupils (individual level, within) N = 31 German 9th grade classes (class level, between) (schools N = 18) on their perception of autonomy support and emotions in French foreign language classroom. 6 / 21
  11. 11. Autonomy and Emotions Design Results References Design Students were asked to complete a standardized questionnaire at two occasions in 9th grade. first occasion (December): perception of autonomy support second occasion (July): emotional experiences in French class 7 / 21
  12. 12. Autonomy and Emotions Design Results References How to measure autonomy? In french class . . . I can organize my time independently. I feel that I can make my own decisions. I can try to solve tasks in my own way. We are encouraged by the teacher to find our own solutions. We are taught to work independently. Im Franz¨osischunterricht . . . ist es mir m¨oglich, meine Zeit selbst einzuteilen. habe ich das Gef¨uhl, dass ich eigene Entscheidungen treffen kann. kann ich versuchen, Aufgaben auf meine Art zu erledigen. werden wir vom Lehrer/ von der Lehrerin ermuntert, eigene L¨osungen zu finden. wird uns beigebracht, selbstst¨andig zu arbeiten. 8 / 21
  13. 13. Autonomy and Emotions Design Results References How to measure emotions? Emotions are measured as construct. Scales make use of the multi-component approach described above. Four-item short scales, one item per component / dimension. All scales: 5-point rating scale, from 1=none to 5=very strong 9 / 21
  14. 14. Autonomy and Emotions Design Results References ”Autonomy is essentially a matter of the learner’s psychological relation to the process and content of learning [. . . ] a capacity for detachment, critical reflection, decision-making, and independent action. (Little, 1999, p. 4) 10 / 21
  15. 15. Autonomy and Emotions Design Results References Parceling Parceling of variables: Subsuming of items by computing their mean. Personal Dimension, Parcel 1 I can organize my time independently. I feel that I can make my own decisions. Task Dimension, Parcel 2 I can try to solve tasks in my way. Instructional Dimension, Parcel 3 We are encouraged by the teacher to find our own solutions. We are taught to work independently 11 / 21
  16. 16. Autonomy and Emotions Design Results References Internal Consistencies Autonomy Autonomy Support (α = .78) Source of the scales: Kunter, 2005, PISA 2003 Emotions: Joy (α = .83) Boredom (α = .87) Anger (α = .75) Anxiety (α = .75) Source of the scales: Cronj¨ager, 2009 12 / 21
  17. 17. Autonomy and Emotions Design Results References Method Structural Equation Modeling – allows for modeling the outcome and the predictor als latent variable, considers measurement error Multilevel Analysis – by using the Type = COMPLEX option, accounts for clustered data One model for each emotion 13 / 21
  18. 18. Autonomy and Emotions Design Results References Boxplots of the examined variables auto autocm joy bor ang anx 12345 Bold Lines = Median Box = inter-quartile range ˆ= 50 % of data Circles = Outliers 14 / 21
  19. 19. Autonomy and Emotions Design Results References Descriptives and Intraclasscorrelation Coefficient (ICC) M (SD) ICC auto 2.45 (0.77) 0.20 autocm 2.44 (0.39) — joy 1.99 (0.77) 0.14 bor 2.75 (1.02) 0.15 ang 2.18 (0.88) 0.15 anx 1.49 (0.62) 0.01 15 / 21
  20. 20. Autonomy and Emotions Design Results References Correlations between autonomy and emotion auto5 auto5cm joy bor ang auto5 auto5cm 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.; Bivariate Pearson product-moment correlations 16 / 21
  21. 21. Model Results: Joy Within (individual level) Between (class level) autonomy 0.79∗∗∗ 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 joyautonomy 0.22ns joy1 joy2 joy3 joy4 Figure: Model for joy
  22. 22. 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
  23. 23. 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
  24. 24. 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 0.61ns 1 0.96 0.86 1 0.70ns 0.83ns 0.59ns anxietyautonomy 0.09ns anx1 anx2 anx3 anx4 Figure: Model for anxiety
  25. 25. 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-Statistics χ2 27.15ns 41.44∗ 71.49∗∗∗ 34.93∗ CFI 1 0.99 0.96 0.98 RMSEA 0.02 0.04 0.06 0.03 SRMRwithin 0.02 0.03 0.04 0.03 SRMRbetween 0.11 0.12 0.13 0.25 Note: level of significance:∗∗∗p < .001; ∗∗p < .01; ∗p < .05;ns =not significant .N = 547 18 / 21
  26. 26. Autonomy and Emotions Design Results References Results Autonomy support influences on individual level joy boredom anger On class level boredom 19 / 21
  27. 27. Autonomy and Emotions Design Results References Thank you for your attention ! Merci beaucoup pour votre attention! Download slides at www.christian-beermann.de or contact: christian.beermann@uni-hamburg.de 20 / 21
  28. 28. Autonomy and Emotions Design Results References References Cronj¨ager, H. (2009). “Emotionen im schulischen Fremdsprachenunterricht: Bedingungen, Wirkungen und Ver¨anderungen im ersten Lernjahr Franz¨osisch”. Unver¨offentlichte Dissertation. Jena: Universit¨at Jena. G¨otz, T. et al. (2006). “Academic emotions from a social-cognitive perspective: antecedents and domain specificity of students’ affect in the context of Latin instruction.” In: The British journal of educational psychology 76.Pt 2, pp. 289–308. Izard, C. (1994). Die Emotionen des Menschen [Human emotions]. Weinheim: Beltz. Kunter, M. (2005). Multiple Ziele im Mathematikunterricht. M¨unster: 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 to emotion. Ed. by K. R. Scherer and P. Ekman. Hillsdale, NJ: Lawrence Erlbaum Associates. Chap. 14, pp. 293–317. 21 / 21
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