Student-centered instruction and student affect
           Catharine C. Knight, University of Akron
           Dexter Perkins, University of North Dakota
           Jennifer Stempien, University of Colorado
           David McConnell, North Carolina State University
           Walter Kuleck, The Hennepin Group

Student motivation, beliefs and emotions are important influences on learning.  To maximize learning, we must consider 
how teaching activities and classroom environment may influence student affect.  To explore these relationships, 
a case study comparing two closely-matched classrooms, one student-centered, the traditional, was designed.  
Using measures of classroom activities and environment (the Reform Teaching Observation Protocol) and student 
affect and learning strategies (the Motivated Strategies for Learning Questionnaire), the class with student-centered 
learning demonstrated less deterioration in student affect than the class with traditional teaching practices.
		Academic Exchange Quarterly Fall 2011: Volume 15, Issue 3  
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