Abstract
A multilevel approach was used to analyse relationships between perceived classroom environments and emotions in mathematics. Based on Pekrun's (2000) [A social-cognitive, control-value theory of achievement emotions. In J. Heckhausen (Ed.), Motivational psychology of human development (pp. 143–163)] social-cognitive, control-value theory of achievement emotions, we hypothesized that environmental characteristics conveying control and value to the students would be related to their experience of enjoyment, anxiety, anger, and boredom in mathematics. Multilevel modelling of data from 1623 students from 69 classes (grades 5–10) confirmed close relationships between environmental variables and emotional experiences that functioned predominantly at the individual level. Compositional effects further revealed that classes' aggregate environment perceptions as well as their compositions in terms of aggregate achievement and gender ratio were additionally linked to students' emotions in mathematics. Methodological and practical implications of the findings are discussed.
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