Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?

How Schools Affect Student Well-Being: A Cross-Cultural Approach in 35 OECD Countries

“…School effects explain barely 5% of the variation in wellbeing perception within schools, and school-level variation is highest for the cognitive well-being dimension, accounting for up to 9% of school effects on average across all the OECD countries. These results are consistent with previous studies (Murillo and Hernández-Castilla, 2011;Lazarides and Buchholz, 2019) and provide further evidence in support of these effects both in the across-OECD context as well as for each member country. Our results highlight that some countries, like Italy and Switzerland, are more successful with school-level interventions, while others, like Poland and Iceland, have a very limited school-level influence on well-being.…”

“…enjoyment and negatively related to anxiety at the classroom level (Lazarides and Buchholz, 2019). In the 21st century, the era of knowledge and innovation, the school has gained great importance in the development and learning of individuals, as well as it having become an extraordinarily complex and multidisciplinary facility.…”

“…Belfi et al (2012) conducted a literature review of the influence of class composition (ability and gender) in secondary education on students' school wellbeing and academic self-concept. Lazarides and Buchholz (2019) studied the relationship between student-perceived teaching quality in mathematics classrooms and enjoyment, anxiety, and boredom, at both student and classroom levels, and estimated that these parameters accounted for 4-10% of school effects depending on the variable. Other studies in this area include those by Grisay (1996); Opdenakker and Van Damme (2000), Opdenaker et al (2002); Sammons (1999), and Vandenberghe et al (1994), all of which report schools' minimal impact on non-cognitive educational results and attribute less than 5% of variation to the educational institution.…”

From Modern Teaching to Mathematics Achievement: The Mediating Role of Mathematics Attitude, Achievement Motivation, and Self-Efficacy

“…In the past, educators and researchers defined the boundaries of modern teaching according to the skills of the 21 st century summarized in 5 areas: (i) Plan and Preparation means teachers need to define the expectations of learners and the classes they require arising from teaching and learning (Almuntashiri, Davies, & McDonald, 2016;Sieberer-Negler, 2016;Zee, Koomen, & de Jong, 2018). The teachers have knowledge in the correct and clear content and curriculum, able to plan and implement strategies for learners to acquire the necessary knowledge and skills (Chineze et al, 2016) based on past student assessment results and the use of classroom potential to manage effective learning, is sensitive to the specific perception of specific abilities and needs for individual learning capability (Gokalp & Kilic, 2013;Nessipbayeva, 2012) including awareness of the implementation of knowledge and skills from future studies (Almuntashiri et al, 2016), (ii) Environment and Relationships mean promoting the environment and learning resources that are conducive to learning depending on the engagement (Consalvo & David, 2016;Osborne, Simon, & Collins, 2003) provides classroom management skills to create effective communication for everyone, create mutual understanding for a mutual respect for the rules and regulations (Blazar, 2015;Lazarides & Buchholz, 2019;Sieberer-Negler, 2016) including to conserve the positive environment which affects the development of students continuously (Nessipbayeva, 2012), (iii) Teaching Strategy Implementation means applying skills to organize learning processes with various methods and resources. (Almuntashiri et al, 2016;Tican & Deniz, 2019), can reinforce learning through effective placement of tasks or homework (Gokalp & Kilic, 2013;Rosario et al, 2015;Rosarrio et al, 2018) with appropriate group and individual processes (Bardach, Yanagida, Schober, & Luftenegger, 2018) with the ability to create motivation and commitment to learners when encountering obstacles very well (Blazar, 2015;Keys, Conley, Duncan, & Domina, 2012;Schenke, Lam, Conley, & Karabenick, 2015;Sieberer-Negler, 2016), (iv) Media, Innovation, Technology, and Resources can be defined as creating, developing or applying innovative media and educat...…”

“…The results of previous research have concluded that 1) Modern teaching has a direct effect on the development of mathematics achievement such as Rosario et al (2018) and Skaalvik, Federici, and Klassen (2015), who found that the design and quality of homework together with team learning affects the intention of self-development from inside and can help primary and secondary learners to have higher mathematics learning results. Turel and Sanal (2018) have found that using an eBook can improve learning achievement and motivation in mathematics for undergraduates and can help to reduce mathematics anxiety, 2) Modern teaching has influenced mathematics achievement through moderators, some scholars (Blazar, 2015;Lazarides & Buchholz, 2019;Schenke et al, 2015;Skaalvik et al, 2015) have found that when teachers have the ability to manage and reinforce teacher emotional support, it will affect positively students' mastery goal orientation and self-efficacy, reducing anxiety in mathematics and finally leading to the development of mathematics achievement. Gokalp and Kilic (2013) and Tosto et al (2016) have revealed that the classroom activity and the environment (in terms of caring for teachers, safety, orderliness of students in the class, and the ease of use as a learning facility) affects mathematics achievement through variables: self-efficacy, maths interest, and academic self-concept.…”