Control-value theory in the context of teaching
- 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 andBackground: 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.…
Author details: | Rebecca LazaridesORCiDGND, Diana RaufelderORCiDGND |
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DOI: | https://doi.org/10.1111/bjep.12352 |
ISSN: | 0007-0998 |
ISSN: | 2044-8279 |
Pubmed ID: | https://pubmed.ncbi.nlm.nih.gov/32369196 |
Title of parent work (English): | British journal of educational psychology |
Subtitle (English): | does teaching quality moderate relations between academic self-concept and achievement emotions? |
Publisher: | Wiley |
Place of publishing: | Hoboken |
Publication type: | Article |
Language: | English |
Date of first publication: | 2020/05/05 |
Publication year: | 2020 |
Release date: | 2023/03/27 |
Tag: | achievement emotions; control-value; self-concept; teaching quality; theory |
Volume: | 91 |
Issue: | 1 |
Number of pages: | 21 |
First page: | 127 |
Last Page: | 147 |
Funding institution: | Deutsche Forschungsgemeinschaft (DFG, German Research Foundation) under; Germany's Excellence StrategyGerman Research Foundation (DFG) [EXC; 2002/1, 390523135]; DFGGerman Research Foundation (DFG)European; Commission [LA 3522/5-1] |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
DDC classification: | 3 Sozialwissenschaften / 37 Bildung und Erziehung / 371 Schulen, schulische Tätigkeiten; Sonderpädagogik |
Peer review: | Referiert |
Publishing method: | Open Access / Hybrid Open-Access |
License (German): | CC-BY - Namensnennung 4.0 International |