Student-perceived teaching quality. How is it related to different achievement emotions in mathematics classrooms?

Autor/inn/en	Lazarides, Rebecca; Buchholz, Janine
Titel	Student-perceived teaching quality. How is it related to different achievement emotions in mathematics classrooms?
Quelle	In: Learning and instruction, (2019) 61, S. 45-59Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2019.01.001
Schlagwörter	Forschungsergebnis; Angst; Emotion; Freude; Wohlbefinden; Schuljahr 09; Schuljahr 10; Lehrer; Schulleistung; Langeweile; Unterrichtsqualität; Mathematikunterricht; PISA (Programme for International Student Assessment)
Abstract	Achievement emotions are important prerequisites for academic outcomes and well-being, yet little is known about their relation to teaching quality. This study examines the relation between student-perceived teaching quality in mathematics classrooms in grade 9 and enjoyment, anxiety, and boredom in grade 10, at both the student and classroom levels. The original data set included 6020 students who participated in the German national extension of the Programme for International Student Assessment (PISA). Multilevel regression analyses showed that teacher support and classroom management were negatively related to student-level anxiety and boredom. Teacher support was positively related to enjoyment and negatively related to anxiety at the classroom level. Cognitive activation was positively related to enjoyment and negatively related to boredom at the classroom level. Classroom management was negatively related to classroom-level boredom. These results provide insight into differential classroom processes regarding the role of teaching quality in various aspects of student achievement emotions (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2025/3