How is teaching quality related to achievement emotions in secondary low‐ and high‐achieving students: A cross‐sectional study in Chinese mathematics classrooms

Abstract

AbstractBackgroundPast 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.AimsThis study examined the association between students' perceived teaching quality and achievement emotions in Chinese mathematics classrooms, focusing on students with different mathematics achievements.SamplesThere are 1045 secondary school students (49.1% girls; Mage = 13.90, SD = .84) from Chinese mathematics classrooms in the present study.MethodsA multi‐group structural equation model was adopted to test the relationship between teaching quality and achievement emotions between low‐ and high‐achieving students.ResultsControl‐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.ConclusionsThe 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.