Browsing by Subject "MULTILEVEL ANALYSIS"

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  • Holm, Marja; Björn, Piia Maria; Laine, Anu; Korhonen, Johan; Hannula, Markku S. (2020)
    This study investigated mathematics-related achievement emotions among Finnish adolescents (N = 1379) receiving special education support (SEdS) in self-contained and general mathematics classrooms and receiving no mathematics SEdS through multilevel modeling. Mathematics performance, gender, and classroom size were controlled for. Adolescents receiving SEdS in general classrooms reported less enjoyment and pride and more anger, anxiety, shame, hopelessness, and boredom than those receiving SEdS in self-contained classrooms and those receiving no SEdS. In contrast, adolescents receiving SEdS in self-contained classrooms reported more enjoyment and pride and less anger, anxiety, and hopelessness than those receiving no SEdS. Furthermore, adolescents receiving no SEdS reported more anxiety, hopelessness, and boredom in general classrooms when the proportion of classmates receiving SEdS was higher. We discuss the practical implications for developing SEdS in relation to achievement emotions.
  • Holm, Marja Eliisa; Korhonen, Johan; Laine, Anu; Björn, Piia Maria; Hannula, Markku Sakari (2020)
    This study investigated the big-fish-little-pond effect (BFLPE) on mathematics-related achievement emotions (enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom) among adolescents (N = 1322) using multilevel modeling, controlling for the effects of gender and classroom size. The results indicated that only pride was influenced by the BFLPE. Hence, adolescents reported less pride in mathematically higher-performing classrooms (higher class average). The cross-level interaction effects indicated that the BFLPE varies across mathematics performance levels and gender. In mathematically higher-performing classrooms, adolescents with lower mathematics performance reported less pride and more shame, whereas adolescents with higher mathematics performance reported less enjoyment and more boredom. Additionally, males reported more shame in higher-performing classrooms. We discuss the practical implications of supporting achievement emotions in higher-performing classrooms.
  • Dahal, Karna; Juhola, Sirkku; Niemelä, Jari (2018)
    Abstract Renewable energy policies are necessary for achieving carbon neutrality which is the main goal for climate change mitigation. The cities in the Helsinki Metropolitan area have committed themselves to significantly reducing carbon emissions through various climate measures including some measures for renewable energy utilization. We use multilevel perspective (MLP) and renewable energy frameworks to examine the role of renewable energy policies to carbon neutrality in the Helsinki Metropolitan area and base our analysis on various policy documents and semi-structured interviews. Our findings show that current renewable energy policies in the Helsinki Metropolitan area are weak and many challenges exist. Nevertheless, many options are available for improving existing policies. The cities have many opportunities to adopt various energy policy measures, including small-scale renewable energy production in building premises, renewable energy integration to district heating, demand-side solutions for energy utilization, and increasing budgets and subsidies to renewable energy production and enhancement of the social acceptance of renewable energy. Such additional policies are needed to reach carbon neutrality in the Helsinki Metropolitan area.
  • Oksanen, Tuula; Kawachi, Ichiro; Kouvonen, Anne; Suzuki, Etsuji; Takao, Soshi; Sjosten, Noora; Virtanen, Marianna; Pentti, Jaana; Vahtera, Jussi; Kivimaki, Mika (2011)