Relationship between the perception of classroom learning environment and student academic emotions

Abolmaali, K., & Mahmudi, R. (2013). The Prediction of Academic Achievement Based on Resilience and Perception of the Classroom Environment. Open Science Journal of Education, 1(1), 7–12. Retrieved from http://www.openscienceonline.com/jo urnal/edu

Amirul, N. J., Nidzam, C., & Ahmad, C. (2011). The physical classroom learning environment.

Anttila, H., Pyhältö, K., Pietarinen, J., & Soini, T. (2017). From anxiety to enthusiasm : emotional patterns among student teachers. European Journal of Teacher Education, 40(4), 1–17.http://doi.org/10.1080/02619768.2017.1349095

Arslan, C., Hamarta, E., & Uslu, M. (2010). The relationship between conflict communication , self- esteem and life satisfaction in university students, 5(January), 31–34.

Berns, R. (1997). Child, Family, School, Community Social and Support. Harcourt Brace College Publishers.

Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-Determination Theory in Work Organizations : The State of a Science.

Cicchetti, D. (2014). NIH Public Access, 54(4), 402–422. http://doi.org/10.1111/j.1469-7610.2012.02608.x.Annual

Fraser, B. J. (1998). Classroom environment instruments: development, validity and applications, 7–33.

Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17(5), 478–493. http://doi.org/10.1016/j.learninstruc.2 007.09.001

Gentry, M., & Gable, R. K. (2001). From the student’s perspective-My Class Activities: An instrument for use in research and evaluation. Journal for the Education of the Gifted, 24(4), 322–343. Retrieved from http://ovidsp.ovid.com/ovidweb.cgi?T=JS&PAGE=reference&D=psyc3&N EWS=N&AN=2001-05017-002

Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a social-cognitive perspective : Antecedents and domain specificity of students ’ affect in the context of Latin instruction Copyright © The British Psychological Society. The British Psychological Society, 289–308.

Gomes, C. F. A., Brainerd, C. J., & Stein, L. M. (2013). Effects of Emotional Valence and Arousal on Recollective and Nonrecollective Recall, 39(3), 663–677. http://doi.org/10.1037/a0028578http://doi.org/10.1348/000709905X42 860

Greensfeld, H., & Nevo, E. (2017). To use or not to use , that is the question : On students ’ encounters with a library of examples. Cogent Social Sciences, 7(1), 1–25. http://doi.org/10.1080/23311886.2017.1323381

Hill, L. M., & Mobley, J. A. (2015). Making the Change From Elementary to Middle School.

Holodynski, M. (2013). The Internalization Theory of Emotions : A Cultural Historical Approach to the Development of Emotions The Internalization Theory of Emotions : A Cultural Historical Approach to the Development of Emotions, (March), 37–41.

Kamenopoulou, L. (2016). Ecological Systems Theory : a valuable framework for research on Inclusion and Special Educational Needs / Disabilities, 88(4), 515–527.

Kolak, A., & Reflection, T. (2015). DIDACTIC CULTURE OF SCHOOL AND STUDENTS ’ EMOTIONAL RESPONSES ( RELATED TO THE TEACHING PROCESS ), 8(2), 73–80.

Lam, U. F., Chen, W.-W., Zhang, J., & Liang, T. (2015). It feels good to learn where I belong: School belonging, academic emotions, and academic achievement in adolescents. School Psychology International, 36(4), 393–409.http://doi.org/10.1177/014303431558 9649

Langton, Robbins, & Judge. (2010). Organizational Behavioiur. Canada: Pearson Education.

Lawler, E. J., & Thye, S. R. (2000). Emotion and Group Cohesion in Productive Exchange.

Lens, W., Lacante, M., Vansteenkiste, M., & Herrera, D. (2005). Study persistence and academic achievement as a function of the type of competing tendencies. European Journal of Psychology of Education, 20(3),275–287.http://doi.org/10.1007/BF03173557

Mujahidah. (2015). Implementasi Teori Ekologi Bronfenbrenner dalam Membangun Pendidikan Karakter yang Berkualitas. Lentera, IXX(2), 171–185.

Neuman, W. L. (2014). Social Research Methods: Qualitative and Quantitative Approaches. Relevance of social research (Vol. 8). http://doi.org/10.2307/3211488

Padron, Y. N., Waxman, H. C., & Lee, Y.- H. (2012). Classroom learning environment differences between resilient, average, and nonresilient middle school students in reading. Education and Urban Society, 46(2), 264–283. http://doi.org/10.1177/001312451244 6217

Paoloni, P. V., Vaja, A. B., & Muñoz, V. L. (2014). Reliability and Validity of the―Achievement Emotions Questionnaire‖:A Study of Argentinean University Students. Electronic Journal of Research in Educational Psychology, 12(3), 671– 692.

Papalia, D. E., Ods, S. W., & Feldman, R.D. (2008). Human Development (Psikologi Perkembangan). Jakarta: Kencana.

Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology,36(1), 36–48. http://doi.org/10.1016/j.cedpsych.201 0.10.002

Pekrun, R., Goetz, T., Titz, W., & Perry,R. P. (2002). Positive Emotions in Education. Beyond Coping: Meeting Goals, Visions and Challenges, 149– 173. http://doi.org/10.1207/S15326985EP3 702

Pekrun, R., Lichtenfeld, S., Marsh, H. W., & Goetz, T. (2017). Achievement Emotions and Academic Performance : Longitudinal Models of Reciprocal Effects, 0(0), 1–18. http://doi.org/10.1111/cdev.12704

Radovan, M., & Makovec, D. (2015). Adult Learners ’ Learning Environment Perceptions and Satisfaction in Formal Education — Case Study of Four East-European Countries, 8(2). 101–112. http://doi.org/10.5539/ies.v8n2p101

Rita, P., & Paola, V. (2014). Emotions in Academic Contexts. Theoretical perspectives and implications for educational practice in college. Emociones En Contextos académicos.Perspectivas Teóricas E Implicaciones Para La Prácticaeducativa En La Universidad., 12(3), 567–596.

Santrock, J. W. (2007). Remaja. Jakarta: Erlangga.

Scholae, O. (2013). Emotional Aspects of Learning and Teaching : Reviewing the Field − Discussing the Issues To máš Janí k. Orbis Scholae, 7(2).

Sink, C., & Spencer, L. (2016). My Class Inventory-Short Form as an Accountability Tool for Elementary School Counselors to Measure Classroom Climate, 9(1), 37–48.

Tshewang, R. (2015). Bhutanese Eight Grade Students‘ and Teachers‘ Perceptions Of Their Classroom Learning Environment In Relation To The New Mathematics Curriculum.

Villavicencio, F. T. (2011). Critical thinking, negative academic emotions, and achievement: A meditational analysis. The Asia- Pacific Education Researcher, 1(August), 118–126.

Wang, M.-T., & Holcombe, R. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47(3), 633–662. http://doi.org/10.3102/000283120936 1209

Wei, L., & Elias, H. (2011). Relationship between Students’ Perceptions of Classroom Environment and Their Motivation in Learning English Language. International Journal of Humanities and Social Science, 1(21), 240–250.

Yalom, I. D. (2005). The Theory and Practice of Group Psychotherapy EDITION. United States of America: Basic Books.

Yükselir, C. (2014). An Analysis of the Perceptions on Academic Emotions and Emotional Experiences in English, 2(2), 269–278. http://doi.org/10.5296/ijele.v2i2.6617

Zadra, J. R., & Clore, G. L. (2012). Emotion and Perception : The Role of Affective Information, 1–16. http://doi.org/10.1002/wcs.147.Emotions

Zadra, J. R., & Clore, G. L. (2012). Emotion and Perception : The Role of Affective Information, 1–16. http://doi.org/10.1002/wcs.147.Emoti on