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Teacher–Student Interaction and Chinese Students’ Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions

Author

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  • Wei Lin

    (School of Educational Science, South China Normal University, Guangzhou 510631, China
    Shenzhen Institute of Educational Science Research, Shenzhen 518035, China)

  • Hongbiao Yin

    (Department of Curriculum & Instruction, Faculty of Education, Chinese University of Hong Kong, Hong Kong, China)

  • Jiwei Han

    (School of Mathematics and Statistics, Northeast Normal University, Changchun 130024, China)

  • Jiying Han

    (School of Foreign Languages and Literature, Shandong University, Jinan 250100, China)

Abstract

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.

Suggested Citation

  • Wei Lin & Hongbiao Yin & Jiwei Han & Jiying Han, 2020. "Teacher–Student Interaction and Chinese Students’ Mathematics Learning Outcomes: The Mediation of Mathematics Achievement Emotions," IJERPH, MDPI, vol. 17(13), pages 1-17, July.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:13:p:4742-:d:379211
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    Cited by:

    1. Jungah Choi & Hyunsuk Han, 2023. "Understanding the Influence of Teacher-Student Relationship on Mathematics Achievement: Evidence From Korean Students," SAGE Open, , vol. 13(4), pages 21582440231, November.

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