Unraveling the Psychological and Behavioral Dynamics of Classroom Improvement: Insights from TALIS Shanghai Data

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  In Virtual iPresentation Only: Division C - Section 1c: Mathematics Virtual Poster Session

Abstract

This study investigates how teaching practices influence student achievement by uncovering the psychological and behavioral mechanisms in classroom settings. Using data from the 2018 TALIS Shanghai sample and structural equation modeling, we examine how classroom management and teacher emotional support affect outcomes via classroom interaction, cognitive engagement, and subject-specific self-efficacy. Results reveal a dual effect of classroom management: it enhances interaction quality but reduces frequency, diminishing students’ efficacy and achievement. In contrast, emotional support improves both interaction frequency and quality, boosting engagement and performance. Both interaction quantity and quality significantly influence outcomes, mediated by cognitive and motivational pathways. Findings inform classroom improvement strategies and support social-cognitive and constructivist learning theories.

Authors

• Weitong Liu, Shandong University

• Yuxuan Yan, Shandong University

• Xinwei Chang, University of Glasgow

• Hui Zhang, Shandong University