Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?
Rebecca Lazarides, University of Potsdam, Germany ; Janine Buchholz, DIPF | Leibniz Institute for Research and Information in Education, Germany
Learning and Instruction Volume 61, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
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.
Lazarides, R. & Buchholz, J. (2019). Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?. Learning and Instruction, 61(1), 45-59. Elsevier Ltd.