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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URN: | urn:nbn:de:kobv:517-opus4-519718 |
DOI: | https://doi.org/10.25932/publishup-51971 |
ISSN: | 1866-8364 |
Title of parent work (German): | Postprints der Universität Potsdam : Humanwissenschaftliche Reihe |
Subtitle (English): | does teaching quality moderate relations between academic self-concept and achievement emotions? |
Publication series (Volume number): | Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe (736) |
Publication type: | Postprint |
Language: | English |
Date of first publication: | 2021/12/21 |
Publication year: | 2021 |
Publishing institution: | Universität Potsdam |
Release date: | 2021/12/21 |
Tag: | achievement emotions; control-value theory; self-concept; teaching quality |
Issue: | 1 |
Number of pages: | 23 |
First page: | 127 |
Last Page: | 147 |
Source: | British Journal of Educational Psychology 91 (2021) 1, 127-147 DOI: 110.1111/bjep.12352 |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Bildungswissenschaften / Department Erziehungswissenschaft |
DDC classification: | 1 Philosophie und Psychologie / 15 Psychologie / 150 Psychologie |
Peer review: | Referiert |
Publishing method: | Open Access / Green Open-Access |
License (German): | CC-BY - Namensnennung 4.0 International |