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  - 
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  -