Control-Value Theory in the Context of Teaching: Does Teaching Quality Moderate Relations between Academic Self-Concept and Achievement Emotions?

Autor/inn/en	Lazarides, Rebecca; Raufelder, Diana
Titel	Control-Value Theory in the Context of Teaching: Does Teaching Quality Moderate Relations between Academic Self-Concept and Achievement Emotions?
Quelle	In: British Journal of Educational Psychology, 91 (2021) 1, S.127-147 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lazarides, Rebecca) ORCID (Raufelder, Diana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12352
Schlagwörter	Self Concept; Educational Environment; Academic Achievement; Emotional Response; Grade 9; Grade 1; Mathematics Teachers; High School Students; High School Teachers; Educational Quality; Interaction; Mathematics Instruction; Psychological Patterns; Mathematics Anxiety + Suchen Sie Ihr Suchwort? Selbstkonzept; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Emotionales Verhalten; School year 09; 9. Schuljahr; Schuljahr 09; School year 01; 1. Schuljahr; Schuljahr 01; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Quality of education; Bildungsqualität; Interaktion; Mathematics lessons; Mathematikunterricht
Abstract	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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01