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  - 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  -