How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement

Abstract

Purpose Substantial literature has documented the influence of classroom environment on academic enjoyment. However, little is known about the mediating and moderating mechanisms underlying this relationship. Based on the control-value theory and the individual-context interaction model, a moderated mediation model was constructed in this study to further examine whether academic self-concept mediated the relation between classroom environment and enjoyment in mathematics and whether this mediating effect was moderated by academic achievement. Methods We recruited 750 Chinese middle school students and they completed the classroom environment, academic self-concept, and academic enjoyment questionnaires. Results After controlling for gender and grade, the results of structural equation modeling showed that academic self-concept partially mediated the association between classroom environment and enjoyment in mathematics. The mediating path from classroom environment to academic self-concept was moderated by academic achievement. Classroom environment positively predicted academic self-concept for the higher achieving students. However, the effect of classroom environment on academic self-concept was not significant for the lower achieving students. Conclusion These findings highlight that classroom environment has a more salient impact on academic self-concept and enjoyment for higher achieving students than for lower achieving students. The study results provide guidelines for educators regarding effective interventions for fostering positive academic emotions.

Psychological Studies in the Teaching, Learning and Assessment of Mathematics

“…Many research frameworks have been built on mathematical beliefs (Hannula, 2011(Hannula, , 2012. The teaching beliefs of mathematics teachers refer to their orientations toward teaching mathematics, which involve perspectives regarding instructional activities, the cognitive processes of students, and the purpose of mathematics (Wang et al, 2022). Currently, the transmissive and constructive taxonomy of teaching beliefs is commonly used in existing studies and international assessments, such as TEDS-M (Blömeke and Kaiser, 2014).…”

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Stimulating creativity in the classroom: examining the impact of sense of place on students’ creativity and the mediating effect of classmate relationships

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The stability of the twofold multidimensionality of academic self-concept: A study of Chinese secondary school students

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