Teaching Quality and Students' Enjoyment in Mathematics: The Role of Teachers' Self-Efficacy in Classroom Management

• In Event: AERA Poster Session 5
  In Poster Session: Division K Section 6 Poster Session

Abstract

This study examined longitudinally how teachers’ self-reported self-efficacy in classroom management is related to student-reported characteristics of teaching quality (Klieme, 2018), and further investigated how student-perceived teaching quality is related to enjoyment in mathematics (Kunter et al. 2013). German students of 9th and 10th grade (N =779) and their mathematics teachers (N = 40) completed in autumn 2015 and spring 2016 questionnaires which assessed teachers’ self-reported self-efficacy, and student-reported monitoring, social relatedness, and cognitive activation as well as students’ enjoyment. By using a multilevel modelling approach teachers’ self-efficacy at wave 1 significantly predicted student-perceived class-level monitoring and social relatedness at wave 2. Class-level social relatedness at wave 2 in turn positively related to students’ enjoyment at wave 2.

Authors

• Katharina Hettinger, Universität Potsdam

• Rebecca Christine Lazarides, University of Potsdam