Prediction of learning enjoyment based on class management, challenging level of class, teacher's diagnostic skills and cognitive emotion regulation strategies in students: A multilevel analysis

Document Type : Research Article

Authors

1 PhD in Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

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

Abstract

Objective: 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.
Methods: 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.
Results: 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.
Conclusions: 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).

Keywords

Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 12, Issue 22 - Serial Number 22
Spring & Summer 2024
August 2024
Pages 127-148

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