TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Schiefele, Ulrich
T1  - The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics
BT  - a multilevel analysis
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2% female) and their students (1718 students; 48.5% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers' motivational characteristics and relevant dimensions of teaching quality.
KW  - Teacher self-efficacy
KW  - Teacher interest
KW  - Teaching quality
KW  - Multilevel
KW  - analysis
KW  - Teacher motivation
Y1  - 2021
U6  - https://doi.org/10.1016/j.learninstruc.2021.101489
SN  - 0959-4752
SN  - 1873-3263
VL  - 76
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Buchholz, Janine
T1  - Student-perceived teaching quality
BT  - How is it related to different achievement emotions in mathematics classrooms?
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction
N2  - 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.
KW  - Teaching quality
KW  - Achievement emotions
KW  - Mathematics classrooms
KW  - Multilevel analyses
Y1  - 2019
U6  - https://doi.org/10.1016/j.learninstruc.2019.01.001
SN  - 0959-4752
VL  - 61
SP  - 45
EP  - 59
PB  - Elsevier
CY  - Oxford
ER  -