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Article: The relationships between teacher emotions and classroom instruction: Evidence from senior secondary mathematics teachers in China

TitleThe relationships between teacher emotions and classroom instruction: Evidence from senior secondary mathematics teachers in China
Authors
KeywordsTeacher emotions
Teaching approaches
Direct instruction
Inquiry-based instruction
Mathematics teachers
Issue Date2021
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedures
Citation
International Journal of Educational Research, 2021, v. 108, p. article no. 101792 How to Cite?
AbstractThis study conducted a questionnaire survey with a sample of 221 senior secondary mathematics teachers, to examine the relationships between teacher emotions and classroom instruction in the context of China. Confirmatory factor analysis and structural equation modelling were used to analyse the data. The results showed that the mathematics teachers experienced enjoyment and satisfaction more frequently than anger and anxiety, with these emotions varying with age, grade, teaching experience, and professional title. Inquiry-based instruction positively predicted enjoyment and satisfaction and negatively anger and anxiety, while direct instruction positively predicted anger and anxiety. Teachers’ satisfaction can also be a positive predictor of inquiry-based instruction. This study enriches research on teaching–emotion relationships, extending them to the context of Chinese mathematics education.
Persistent Identifierhttp://hdl.handle.net/10722/305071
ISSN
2023 Impact Factor: 2.6
2023 SCImago Journal Rankings: 1.060
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorJIANG, Z-
dc.contributor.authorMok, IAC-
dc.contributor.authorYin, H-
dc.date.accessioned2021-10-05T02:39:19Z-
dc.date.available2021-10-05T02:39:19Z-
dc.date.issued2021-
dc.identifier.citationInternational Journal of Educational Research, 2021, v. 108, p. article no. 101792-
dc.identifier.issn0883-0355-
dc.identifier.urihttp://hdl.handle.net/10722/305071-
dc.description.abstractThis study conducted a questionnaire survey with a sample of 221 senior secondary mathematics teachers, to examine the relationships between teacher emotions and classroom instruction in the context of China. Confirmatory factor analysis and structural equation modelling were used to analyse the data. The results showed that the mathematics teachers experienced enjoyment and satisfaction more frequently than anger and anxiety, with these emotions varying with age, grade, teaching experience, and professional title. Inquiry-based instruction positively predicted enjoyment and satisfaction and negatively anger and anxiety, while direct instruction positively predicted anger and anxiety. Teachers’ satisfaction can also be a positive predictor of inquiry-based instruction. This study enriches research on teaching–emotion relationships, extending them to the context of Chinese mathematics education.-
dc.languageeng-
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/ijedures-
dc.relation.ispartofInternational Journal of Educational Research-
dc.subjectTeacher emotions-
dc.subjectTeaching approaches-
dc.subjectDirect instruction-
dc.subjectInquiry-based instruction-
dc.subjectMathematics teachers-
dc.titleThe relationships between teacher emotions and classroom instruction: Evidence from senior secondary mathematics teachers in China-
dc.typeArticle-
dc.identifier.emailMok, IAC: iacmok@hku.hk-
dc.identifier.authorityMok, IAC=rp00939-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.ijer.2021.101792-
dc.identifier.scopuseid_2-s2.0-85105557133-
dc.identifier.hkuros326476-
dc.identifier.volume108-
dc.identifier.spagearticle no. 101792-
dc.identifier.epagearticle no. 101792-
dc.identifier.isiWOS:000661454800004-
dc.publisher.placeUnited Kingdom-

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