@article{LazaridesRubach2017,
  author    = {Lazarides, Rebecca and Rubach, Charlott},
  title     = {Instructional characteristics in mathematics classrooms},
  series = {Mathematics Education Research Journal},
  volume    = {29},
  journal   = {Mathematics Education Research Journal},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1033-2170},
  doi       = {10.1007/s13394-017-0196-4},
  pages     = {201 -- 217},
  year      = {2017},
  abstract  = {This longitudinal study examined relationships between student-perceived teaching for meaning, support for autonomy, and competence in mathematic classrooms (Time 1), and students' achievement goal orientations and engagement in mathematics 6 months later (Time 2). We tested whether student-perceived instructional characteristics at Time 1 indirectly related to student engagement at Time 2, via their achievement goal orientations (Time 2), and, whether student gender moderated these relationships. Participants were ninth and tenth graders (55.2\% girls) from 46 classrooms in ten secondary schools in Berlin, Germany. Only data from students who participated at both timepoints were included (N = 746 out of total at Time 1 1118; dropout 33.27\%). Longitudinal structural equation modeling showed that student-perceived teaching for meaning and support for competence indirectly predicted intrinsic motivation and effort, via students' mastery goal orientation. These paths were equivalent for girls and boys. The findings are significant for mathematics education, in identifying motivational processes that partly explain the relationships between student-perceived teaching for meaning and competence support and intrinsic motivation and effort in mathematics.},
  language  = {en}
}
@article{LazaridesBuchholzRubach2017,
  author    = {Lazarides, Rebecca and Buchholz, Janine and Rubach, Charlott},
  title     = {Teacher enthusiasm and self-efficacy, student-perceived mastery goal orientation, and student motivation in mathematics classrooms},
  series = {Teaching and Teacher Education},
  volume    = {69},
  journal   = {Teaching and Teacher Education},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2017.08.017},
  pages     = {1 -- 10},
  year      = {2017},
  abstract  = {The purpose of this study is to examine whether teacher enthusiasm and classroom management self efficacy are related to classroom mastery orientation and student motivation. We used data from 803 students in grades 9 and 10 (53.3\% girls) and their mathematics teachers (N = 41; 58.5\% men). Student perceived teacher enthusiasm was related to classroom mastery orientation as well as to intrinsic value and cost at the student level. Teacher-reported self-efficacy was related to classroom mastery orientation at the classroom level. At both the individual and the classroom level, classroom mastery orientation was related to attainment and utility value.},
  language  = {en}
}
@article{LazaridesBuchholz2019,
  author    = {Lazarides, Rebecca and Buchholz, Janine},
  title     = {Student-perceived teaching quality},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {61},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2019.01.001},
  pages     = {45 -- 59},
  year      = {2019},
  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.},
  language  = {en}
}