Multilevel Analysis of student, professor and parent's level factors Influence on Academic Emotions (original) (raw)

General purpose of this research is determining roles of student, class and parents level variables on academic emotions of studentes. Tehran University's stuedentes studying in the academic year 93-94 make statistical population of this research. We used hierarchical cluster sampling method to selecting our sample. 300 students from 30 classes in different fields got selected and answered to the questionares of learning climate (wiliams and Dess, 1996); psychological basic needs of Ilari, Leon, Keiser and Ryan (1993); immediate of non-verbal behavior (Richmond, Gorham and Mccroskey, 1987); studentes achievement purposes orientation from Migley and co's questionares (2000), perception of parent relations through scale perception of parent relations applied by Gronlink and co. (1997). Research results show meaningfulness of the above variables relations with academic emotion. Keywords: multilevel analysis of student, professor and parents level factors' influence on academic emotions of Tehran University's students. 1-Introduction Students experience a rich and full of ups and full of ups and downs emotional life in the academic environments. They may feel pride and glory due to good grades, or be worry to don't understand a lesson subject. Sometimes, they get angry, at the professor who behaves unjust toward them. They may feel moody when getting involved with a subject aren't interested in it (Lechenfield and co, 2010). Emotions and feelinges are of student's personality aspects which are present throughout learning process and important for human's learning, revolution, achievement and health (pekran, 2006). Pekran and Co (2002) believe that the academic emotions are in relation with activities or consequences of the achievement directly. Pekran and Co (2002, 2005) define and describe academic emotions under the headings: hopeful ness of learning and class, hopelessness of learning and class, fatigue of learning and class, pride of learning and class, shame of learning and class, anger at learning and class and sadness of learning and class, and also in regard to educate and learning environment. Theoretically, all kinds of the emotions may become experienced when doing academic activities and / or thinking about success and loss of oneself or others. Nevertheless, some emotions can be experienced more than others based on cultural , situational and personal conditions (Linen brink, 2006 Pekran , 2000). In classifying emotions, since value and activation aspects specify most of the emotions , one place the emotions in categories of positive and negative (based on value aspect), and activating and in activating (based on activation aspect) emotions. So, emotions of pleasure, hope and pride are positive activating emotions, and emotion of comfort is positive inactivating emotion and on the other hand, emotions of anger, anxiety and shame are negative activating emotions, and hopelessness and moody are negative inactivating emotions (Pekran, Gootz, and Titz, 2002). According to the Pekran's control-value theory, academic environments can change so that can change a student's experienced emotional patterns (Linenbrink, 2006). Class education,