The Relationship between Students’ Perceptions of Learning Environment and Achievement Emotions: A Multivariate Analysis
The purpose of this study is to determine the perceptions of learning environment and achievement emotions of Turkish high school students in biology classes and to analyse the relationship among these variables. The sample consists of 2183 ninth, tenth and eleventh graders from 12 high schools in Turkey. Constructivist Learning Environment Scale and Biology Achievement Emotions Scale were, respectively used to identify the perceptions of constructivist learning environment and biology achievement emotions of the participant students. The results of the canonical analysis showed that when students perceive learning environment as comfortably to express their opinions about the lesson, they felt more joyful and proud and less anxious, angry, bored or hopeless. Moreover, a negative relationship was found between shared control and angry, anxiety and shame. The students who help their teacher to decide what activities or strategies organize his/her teaching, the less they will feel angry, anxious or shy.
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