School of Educational Science, South China Normal University, Guangzhou 510631, China.
Shenzhen Institute of Educational Science Research, Shenzhen 518035, China.
Int J Environ Res Public Health. 2020 Jul 1;17(13):4742. doi: 10.3390/ijerph17134742.
This study aimed to investigate secondary students' mathematics achievement emotions and their mediating effects on the relationships between classroom environmental characteristics, namely, teacher-student interactional styles (i.e., teacher leadership and student freedom styles), and students' mathematics learning outcomes in mainland China. A sample of 1423 Grade 7 to 9 junior secondary students responded to a questionnaire that comprised three sets of scales for assessing students' perceived teacher-student interactional styles, mathematics achievement emotions, and cognitive and affective learning outcomes. The results indicated that students' mathematics learning outcomes were positively associated with both teacher leadership and student freedom styles. Moreover, students' mathematics achievement emotions mediated the relationships between these two interactional styles and their mathematics learning outcomes. These results highlight the importance of mathematics achievement emotions in student learning, and provide implications for the improvement of mathematics classroom environments.
本研究旨在探讨中学生的数学成就情绪及其在课堂环境特征（即师生互动风格，包括教师领导风格和学生自由风格）与学生数学学习成果之间的中介作用，该研究在中国内地进行。研究样本由 1423 名 7 至 9 年级的初中生组成，他们对一份问卷做出了回应，该问卷包含了三组衡量学生感知到的师生互动风格、数学成就情绪以及认知和情感学习成果的量表。结果表明，学生的数学学习成果与教师领导风格和学生自由风格均呈正相关。此外，学生的数学成就情绪在这两种互动风格及其数学学习成果之间的关系中起中介作用。这些结果强调了数学成就情绪在学生学习中的重要性，并为改善数学课堂环境提供了启示。
