Medical student's academic emotions: the role of perceived learning environment

Research shows that there is a relationship between students’ perceptions of classroom and learning environment and their cognitive, affective, emotional and behavioral outcomes, so, in this study the relationship between medical students’ perception of learning environment and academic emotions was examined.
The research method used was descriptive-correlative. The statistical population consisted of medical students of Shiraz University of Medical Sciences. Stratified sampling method was used to select 342 participants. They completed self-report questionnaires of Dundee Ready Educational Environment Measure (DREEM) and Achievement Emotions Questionnaire (AEQ). All descriptive statistics, Pearson’s correlations and simultaneous multiple regression were performed using SPSS 14 software.
Simultaneous multiple regression of the students’ perceived learning environment on their academic achievement emotions showed that the perceived learning environment predicts the students’ academic emotions.
The results of this study revealed that caring for and supportive learning environment can increase the students’ positive emotions and decrease their academic negative emotions (i.e. anxiety, shame, and hopelessness). Implications of the results are discussed.