TY  - JOUR
A1  - Lazarides, Rebecca
A1  - Raufelder, Diana
T1  - Control-value theory in the context of teaching
T2  - British journal of educational psychology
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.
KW  - achievement emotions
KW  - teaching quality
KW  - self-concept
KW  - control-value
KW  - theory
Y1  - 2020
UR  - https://publishup.uni-potsdam.de/frontdoor/index/index/docId/58537
SN  - 0007-0998
SN  - 2044-8279
VL  - 91
IS  - 1
SP  - 127
EP  - 147
PB  - Wiley
CY  - Hoboken
ER  -