A closer look at teacher support and achievement emotions in Chinese mathematics classrooms: mediating roles of academic control and intrinsic/extrinsic value

Educational Psychology Pub Date : 2023-10-01 DOI:10.1080/01443410.2023.2282947

Xin Chen, Frederick K. S. Leung

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Abstract

Abstract This cross-sectional study looks into how students’ perceived teacher support is linked to achievement emotions in mathematics via academic control and value. The data was gathered from 602 secondary students (13-16-year-olds) in 16 mathematics classrooms from three public schools in Jiangsu province, China. Participants were asked to respond to the paper-pencil questionnaire assessing students’ perceived teacher support, cognitive appraisals, and achievement emotions in mathematics. Findings showed that cognitive appraisals played complete mediation roles in teacher support and achievement emotions. Intrinsic value and mathematics self-concept were shown to serve a positive role in teacher support and achievement emotions, whereas extrinsic value was found to play a negative one. Besides, teacher support showed the greatest indirect effect on achievement emotions through mathematics self-concept. Lastly, findings indicated the great relevance of teacher support to students’ anger, boredom, enjoyment and relaxation in mathematics classrooms.

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中国数学课堂中的教师支持与成就情绪：学业控制和内在/外在价值的中介作用

摘要本横断面研究探讨了学生感知到的教师支持如何通过学业控制和价值与数学成绩情感相关联。数据来自中国江苏省三所公立学校 16 个数学班级的 602 名中学生（13-16 岁）。受试者被要求回答纸笔问卷，评估学生感知到的教师支持、认知评价和数学成就情感。研究结果表明，认知评价在教师支持和成就情感中起到了完全的中介作用。内在价值和数学自我概念在教师支持和成就情感中起积极作用，而外在价值则起消极作用。此外，教师支持通过数学自我概念对成就情绪的间接影响最大。最后，研究结果表明，教师支持与学生在数学课堂上的愤怒、厌烦、愉快和放松情绪密切相关。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Educational Psychology

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