Relationships between learning environment and mathematics anxiety

Taylor, Bret A.; Fraser, Barry J.

doi:10.1007/s10984-013-9134-x

Cited by 49 publications

(38 citation statements)

References 43 publications

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“…Results from current studies reveal that the WIHIC dimensions are good indicators of a number of learning outcomes, such as actual and perceived learning environments, academic efficacy, anxiety, cognitive achievements, and attitudes toward the subject matter (Afari et al, 2013;Fraser et al, 2010;Rita & Martin-Dunlop, 2011;Robinson & Fraser, 2013;Taylor & Fraser, 2013;Waldrip et al, 2009). These studies support the validity and reliability of the WIHIC in portraying the nature of science classroom environments.…”

Section: Learning Environment Experiencessupporting

confidence: 63%

“…Recent studies on classroom environment perceptions have focused on the constructivist pedagogical approach (Alt, 2014b;Fraser, Aldridge, & Adolphe, 2010;Loyens, Rikers, & Schmidt, 2008;Taylor & Fraser, 2013;Wegerif & De Laat, 2011). Constructivism is a view of learning that perceives the individual as an active and responsible agent in his/her knowledge acquisition process (Brooks & Brooks, 1999).…”

Section: Learning Environment Experiencesmentioning

confidence: 99%

“…During the past decades the constructivist view of learning has taken a leading theoretical position and made a major impact on science education Taylor & Fraser, 2013;Waldrip et al, 2009).…”

Section: Learning Environment Experiencesmentioning

confidence: 99%

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Using structural equation modeling and multidimensional scaling to assess students’ perceptions of the learning environment and justice experiences

Alt¹

2015

International Journal of Educational Research

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Section: Learning Environment Experiencessupporting

confidence: 63%

Section: Learning Environment Experiencesmentioning

confidence: 99%

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Using structural equation modeling and multidimensional scaling to assess students’ perceptions of the learning environment and justice experiences

Alt¹

2015

International Journal of Educational Research

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“…The WIHIC has seven scales: Student Cohesiveness, Teacher Support, Involvement, Investigation, Task Orientation, Cooperation, and Equity. As well as instruments developed for general classroom environments, there are also many instruments used in specialist settings such as high school science laboratories (Fraser et al Learning Environ Res 1993;Taylor and Fraser 2013), higher education seminars (Fraser and Treagust 1986), distance learning (Jegede et al 1995), language laboratories (Okan 2008) and medical universities (Kek and Huijser 2011).…”

Section: Learning Environmentsmentioning

confidence: 99%

“…In an educational setting, a factor that has an impact on attitude is the classroom learning environment. The relationship between the learning environment and attitude towards mathematics was investigated by Taylor and Fraser (2013) and between environment and attitude to business computing by Newby (2002). To our knowledge, this is the first study of the relationship between the learning environment of a computer-based statistics classroom and attitude towards statistics.…”

Section: Introductionmentioning

confidence: 99%

Development and use of an instrument to measure students’ perceptions of a business statistics learning environment in higher education

Nguyen

Newby

Skordi

2015

Learning Environ Res

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Statistics is a required subject of study in many academic disciplines, including business, education and psychology, that causes problems for many students. This has long been recognised and there have been a number of studies into students' attitudes towards statistics, particularly statistical anxiety. However, none of these studies investigated the classroom learning environment in relation to students' attitudes towards statistics. This paper describes the development and validation of two new instruments, the Business Statistics Computer Laboratory Environment Inventory and the Attitude towards Business Statistics instrument. The former measures appropriate aspects of the learning environment of a computer-based statistics class, whilst the latter measures students' attitudes towards business statistics. The instruments were administered to undergraduate business students at a university in Southern California. When exploratory factor analysis was carried out, it was found that the items of both instruments loaded onto their a priori scales. All the scales exhibited both internal reliability and discriminant validity. Correlation analysis between the scales of the two instruments demonstrated a strong relationship between aspects of the learning environment and students' attitudes towards business statistics.

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The effect of background audio and audiovisual stimuli on students' autonomic responses during and after an experimental academic examination

2023

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BackgroundDue to the Covid‐19 pandemic lockdown during the online‐distant education period, certain students tended to combine their courses and homework with TV or social media news or other media content, such as classical music, including a wealth of audio and audiovisual stimuli. As the audio and audiovisual stimuli existing in a learning environment may affect students' autonomic nervous system (ANS) responses negatively, the present study aimed to monitor the impact of background TV, classical music, and silence on students' ANS activity represented by heart rate (HR), heart rate variability (HRV), blood volume amplitude (BVA), and skin conductance level (SCL) during and after an experimental academic examination.MethodSeventy‐six students were randomly allocated to background TV, classical music, or silence groups. The experiment with repeated measures design consisted of four consecutive periods: baseline, anticipation, challenge, and recovery, lasting 4 min each.ResultsWithin‐subject analyses indicated significant HRV decrement only in the background TV group. Regardless of the experimental groups, HR and SCL increased while BVA decreased during the task. In addition, the between‐subject analysis showed that the background TV group experienced significantly larger changes in HR and HRV parameters compared to the other experimental groups relative to their respective baseline measurements.ConclusionsBased on these results, we concluded that relative to classical music and silence, background TV, including audiovisual and verbal stimuli, extant in a learning environment might raise students' sympathetic activity. Further, classical music, without lyrics, may suppress the withdrawal of vagal activity and elevate the autonomic regulation capacity during the academic reading comprehension task. HRV is a more valid and reliable indicator of students' autonomic responses during a challenging academic task.

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Relationships between learning environment and mathematics anxiety

Cited by 49 publications

References 43 publications

Using structural equation modeling and multidimensional scaling to assess students’ perceptions of the learning environment and justice experiences

Using structural equation modeling and multidimensional scaling to assess students’ perceptions of the learning environment and justice experiences

Development and use of an instrument to measure students’ perceptions of a business statistics learning environment in higher education

The effect of background audio and audiovisual stimuli on students' autonomic responses during and after an experimental academic examination

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