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.
The emotional aspects of teaching are important and teachers’ emotional labor, or, how teachers manage emotions at school, has been attracting more and more attention recently. Using multi-group structural equation modeling, this study investigated the measurement invariance of, and the relationships between, teachers’ emotional labor strategies and teaching satisfaction. Participants included teachers from primary and secondary schools in Hong Kong and mainland China. Three sets of group comparisons have been made between female and male teachers, between primary and secondary school teachers, and between teachers in Hong Kong and mainland China. The multi-group invariance tests showed no significant subgroup differences in the measurement and structural models. Thus, there was no difference of ‘kind.’ However, some differences of ‘degree’ were observed across genders, grade levels and regions. These differences in the relationship between surface/deep acting and teaching satisfaction can be attributed to the possible influence of some cognitive factors and socio-cultural contexts. With due methodological rigor, the results of this study provide deeper understanding of teachers’ emotional labor and its relationship with teaching satisfaction.
Several attempts have been made to explore the factors influencing teacher emotions, most of which focus on external factors such as student behaviors and classroom teaching. However, research on the links between internal factors and teacher emotions is scant. Based on the control value theory, this article explored the influence of junior secondary mathematics teachers’ error orientations on their emotions, and how teachers’ error orientations and emotions were related to students’ mathematics learning strategies. A sample of 70 junior high school mathematics teachers and their students (N = 2453) in mainland China participated in this study. Confirmatory factor analysis and multilevel structural equation modeling were used to analyze the data. The results showed that teachers’ positive error orientation increased their positive emotions and reduced their negative emotions, whereas teachers’ negative error orientation increased their negative emotions and reduced their positive emotions. Regarding the effects of teacher emotions, teachers’ positive emotions increased students’ positive mathematics achievement emotions and reduced their negative emotions. Meanwhile, students’ negative mathematics achievement emotions significantly reduced their adoption of desirable mathematics learning strategies. The findings highlight the importance of teachers’ positive error orientation and positive emotion for students’ mathematics learning.
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