背景:过去的研究阐明了教学维度与成就情绪之间的关系。然而,需要更多的信息来了解具有不同数学能力的学生之间这种关系背后的潜在过程。
目的:本研究考察了中国数学课堂中学生感知教学质量与成就情绪之间的关系。关注不同数学成绩的学生。
方法:本研究共有1045名中学生(占女生的49.1%;Mage=13.90,SD=.84)来自中国数学教室。
方法:采用多组结构方程模型,检验了低成就和高成就学生之间教学质量与成就情绪的关系。
结果:在两个学生群体中,控制价值评估都介导了教师支持和成就情绪。同时,控制价值评估未能调解低成就学生的认知激活和成就情绪,而控制价值评估的中介效应是在成绩优异的学生中确定的。此外,课堂管理仅在低成就学生中通过学术价值与成就情绪有关。相比之下,通过对高成就学生的控制价值评估,这与成就情绪有关。
结论:结果阐明了控制价值评估在低成就和高成就学生的教学质量和成就情绪中的中介作用。在两个学生群体之间也发现了异同。教师支持有利于学生的积极情绪,而课堂管理有助于减轻学生的消极情绪。与低成就学生相比,高成就学生从激活教学中受益更多。
BACKGROUND: Past studies clarified the relationship between dimensions of teaching and achievement emotions. However, more information is needed about the underlying process behind this relationship among students with different mathematical abilities.
OBJECTIVE: This study examined the association between students\' perceived teaching quality and achievement emotions in Chinese
mathematics classrooms, focusing on students with different
mathematics achievements.
METHODS: There are 1045 secondary school students (49.1% girls; Mage = 13.90, SD = .84) from Chinese
mathematics classrooms in the present study.
METHODS: A multi-group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low- and high-achieving students.
RESULTS: Control-value appraisals mediated in teacher support and achievement emotions in both student groups. At the same time, control-value appraisals failed to mediate cognitive activation and achievement emotions in low-achieving students, while the mediating effect of control-value appraisals was identified in high-achieving students. Besides, classroom management was related to achievement emotions via academic value only in low-achieving students. In contrast, it was related to achievement emotions via control-value appraisals in high-achieving students.
CONCLUSIONS: The results clarified the mediation roles of control-value appraisals in teaching quality and achievement emotions in students with low- and high-achieving achievements. Similarities and differences were also identified between the two student groups. Teacher support was beneficial to students\' positive emotions while classroom management helped to lessen students\' negative emotions. High-achieving students benefited more from activating teaching compared with low-achieving students.