TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Dietrich, Julia
A1  - Taskinen, Paeivi H.
T1  - Stability and change in students' motivational profiles in mathematics classrooms
BT  - The role of perceived teaching
JF  - Teaching and teacher education : an international journal of research and studies
N2  - Person-centered research has shown that individuals can be assigned to different motivational profiles, but only scattered studies have addressed motivational profiles in specific domains. We investigated the stability and change in motivational profiles in mathematics classrooms and examined how perceived teaching predicted changes in profile membership. Data for this study stemmed from the PISA-I Plus study (N=6020). Latent profile analysis identified four motivational patterns: Medium, Low, High and Highly confident, hardly interested. Stability in profiles from grade 9 to 10 was typical. Instructional clarity and teaching for meaning predicted changes in profile membership.
KW  - motivation in mathematics
KW  - Latent profile analysis
KW  - Expectancy-value theory
KW  - Instructional quality
KW  - Adolescence
Y1  - 2018
U6  - https://doi.org/10.1016/j.tate.2018.12.016
SN  - 0742-051X
VL  - 79
SP  - 164
EP  - 175
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Westphal, Andrea
A1  - Kretschmann, Julia
A1  - Gronostaj, Anna
A1  - Vock, Miriam
T1  - More enjoyment, less anxiety and boredom
BT  - How achievement emotions relate to academic self-concept and teachers' diagnostic skills
JF  - Learning and individual differences : a multidisciplinary journal in education
N2  - Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching.
KW  - Achievement emotions
KW  - Diagnostic skills
KW  - Instructional quality
KW  - Academic self-concept
KW  - Multilevel modeling
Y1  - 2018
U6  - https://doi.org/10.1016/j.lindif.2018.01.016
SN  - 1041-6080
SN  - 1873-3425
VL  - 62
SP  - 108
EP  - 117
PB  - Elsevier B.V.
CY  - Amsterdam
ER  -