TY - JOUR A1 - Lazarides, Rebecca A1 - Raufelder, Diana T1 - Control-value theory in the context of teaching BT - does teaching quality moderate relations between academic self-concept and achievement emotions? JF - British journal of educational psychology N2 - Background: Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations. Aims: Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' achievement emotions at the middle of the school year. Sample: Data of 807 ninth and tenth graders (53.4% girls) and their mathematics teachers (58.1% male) were analysed. Method: Students and teachers completed questionnaires at the beginning of the school year and at the middle of the school year. Multi-level modelling and cross-level interaction analyses were used to examine the longitudinal relations between self-concept, teacher-perceived teaching quality, and achievement emotions as well as potential interaction effects. Results: Mathematics self-concept significantly and positively related to enjoyment in mathematics and negatively related to anxiety. Teacher-reported structuredness decreased students' anxiety. Mathematics self-concept only had a significant and positive effect on students' enjoyment at high levels of teacher-reported cognitive activation and at high levels of structuredness. Conclusions: High teaching quality can be seen as a resource that strengthens the positive relations between academic self-concept and positive achievement emotions. KW - achievement emotions KW - teaching quality KW - self-concept KW - control-value KW - theory Y1 - 2020 U6 - https://doi.org/10.1111/bjep.12352 SN - 0007-0998 SN - 2044-8279 VL - 91 IS - 1 SP - 127 EP - 147 PB - Wiley CY - Hoboken ER - TY - GEN A1 - Lazarides, Rebecca A1 - Raufelder, Diana T1 - Control-value theory in the context of teaching BT - does teaching quality moderate relations between academic self-concept and achievement emotions? T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - Background: Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations. Aims: Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' achievement emotions at the middle of the school year. Sample: Data of 807 ninth and tenth graders (53.4% girls) and their mathematics teachers (58.1% male) were analysed. Method: Students and teachers completed questionnaires at the beginning of the school year and at the middle of the school year. Multi-level modelling and cross-level interaction analyses were used to examine the longitudinal relations between self-concept, teacher-perceived teaching quality, and achievement emotions as well as potential interaction effects. Results: Mathematics self-concept significantly and positively related to enjoyment in mathematics and negatively related to anxiety. Teacher-reported structuredness decreased students' anxiety. Mathematics self-concept only had a significant and positive effect on students' enjoyment at high levels of teacher-reported cognitive activation and at high levels of structuredness. Conclusions: High teaching quality can be seen as a resource that strengthens the positive relations between academic self-concept and positive achievement emotions. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 736 KW - achievement emotions KW - teaching quality KW - self-concept KW - control-value theory Y1 - 2021 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-519718 SN - 1866-8364 IS - 1 SP - 127 EP - 147 ER - TY - GEN A1 - Ertl, Bernhard A1 - Luttenberger, Silke A1 - Lazarides, Rebecca A1 - Jones, M. Gail A1 - Paechter, Manuela T1 - Editorial: Gendered Paths into STEM. Disparities Between Females and Males in STEM Over the Life-Span T2 - Frontiers in psychology KW - attributions KW - self-concept KW - motivation KW - gender-sensitive didactics KW - occupational choices Y1 - 2019 U6 - https://doi.org/10.3389/fpsyg.2019.02758 SN - 1664-1078 VL - 10 PB - Frontiers Research Foundation CY - Lausanne ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Dicke, Anna-Lena A1 - Rubach, Charlott A1 - Eccles, Jacquelynne Sue T1 - Profiles of motivational beliefs in math BT - exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices JF - The journal of educational psychology N2 - Four topics were investigated in this longitudinal person-centered study: (a) profiles of subjective task values and ability self-concepts of adolescents in the domain of mathematics, (b) the stability of and changes to the profiles of motivational beliefs from Grade 7 to 12, (c) the relation of changes to student-perceived classroom characteristics, and (d) the extent to which profile membership in early adolescence predicted mathematics achievement and career plans in late adolescence and the choice of math-related college majors and occupations in adulthood. Data were drawn from the Michigan Study of Adolescent and Adult Life Transitions Study. We focused on students who participated in the following 4 waves of data collection (N = 867): at the beginning of Grade 7 (Wave 3), at the end of Grade 7, in Grade 10 (Wave 5), and in Grade 12 (Wave 6). Four profiles that were stable across Grades 7 to 12 were identified using Latent Profile Analysis. Student-reported fairness and friendliness and competition in class predicted changes in profile membership. Profile membership in Grade 7 predicted math-related career plans in Grade 12. Profile membership in Grade 12 predicted the choice of math-related college major after finishing school and of math-related occupations in adulthood. KW - task value KW - self-concept KW - latent profile analysis KW - classroom KW - characteristics KW - mathematics Y1 - 2020 U6 - https://doi.org/10.1037/edu0000368 SN - 0022-0663 SN - 1939-2176 VL - 112 IS - 1 SP - 70 EP - 92 PB - American Psychological Association CY - Washington ER - TY - GEN A1 - Bosch, Jannis A1 - Wilbert, Jürgen T1 - The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest N2 - Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual’s self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 836 KW - social comparison KW - self-evaluation KW - self-concept KW - interest KW - contrast effects Y1 - 2023 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-588751 SN - 1866-8364 IS - 836 ER - TY - JOUR A1 - Bosch, Jannis A1 - Wilbert, Jürgen T1 - The impact of social comparison processes on self-evaluation of performance, self-concept, and task interest JF - Frontiers in education N2 - Development of self-concept and task interest has been shown to be affected by social comparison processes in a variety of cross-sectional studies. A potential explanation for these effects is an effect of social comparative performance feedback on an individual’s self-evaluation of performance, which in turn influences development of self-concept and task interest. There are, however, only few studies addressing this topic with experimental designs. This study was aimed at closing this research gap by experimentally manipulating social comparative performance. Feedback given was based on 2 × 2 experimental conditions: social position (high vs. low) and average performance of the reference group (high vs. low). Results show a strong effect of social position on self-evaluation of performance and smaller effects on self-concept and task interest. KW - social comparison KW - self-evaluation KW - self-concept KW - interest KW - contrast effects Y1 - 2023 U6 - https://doi.org/10.3389/feduc.2023.1033488 SN - 2504-284X VL - 8 PB - Frontiers Media CY - Lausanne ER -