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dc.contributor.authorZhu, Yan
dc.contributor.authorDR Kaiser, Gabriele Agnes Hildegard
dc.date.accessioned2023-03-01T09:57:16Z
dc.date.available2023-03-01T09:57:16Z
dc.date.created2022-04-19T18:59:49Z
dc.date.issued2022
dc.identifier.citationZhu, Y. & Kaiser, G. (2022). Impacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements: a secondary analysis of Shanghai data from the international video study Global Teaching InSights. ZDM: Mathematics Education, 54, 581-593. doi:en_US
dc.identifier.issn1863-9704
dc.identifier.urihttps://hdl.handle.net/11250/3054892
dc.description.abstractTeaching effectiveness is a core issue in educational research; however, there is little consensus about the most important results of classroom teaching from an international perspective. The effectiveness of teaching has remained a ‘black box’ for a long time. In the secondary study described in this paper we used empirical data for Shanghai taken from the international Organization for Economic Co-operation and Development (OECD) study Global Teaching InSights (GTI)—initially the Teaching and Learning International Survey (TALIS) Video Study—which was based on videotaped direct observations of classroom teaching. Eighty-five junior high school mathematics teachers and their students in Shanghai were observed to explore the impact of specific teaching practices on students’ interest, self-efficacy, and mathematics achievement scores. The results revealed that social-emotional support and instruction quality were the key dimensions relating to the characteristics and differences of mathematics lessons in Shanghai. While the former had a significantly positive impact on students’ general mathematics self-efficacy, the latter had a significantly positive impact on students’ mathematics interest. Although specific teaching practices had no significant direct impact on students’ mathematics achievement scores, social-emotional support and instruction quality considerably influenced students’ academic performance in an indirect way via general self-efficacy.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleImpacts of classroom teaching practices on students’ mathematics learning interest, mathematics self-efficacy and mathematics test achievements : a secondary analysis of Shanghai data from the international video study Global Teaching InSightsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2022 The Authorsen_US
dc.source.pagenumber581-593en_US
dc.source.volume54en_US
dc.source.journalZDM: Mathematics Educationen_US
dc.identifier.doi10.1007/s11858-022-01343-9
dc.identifier.cristin2017695


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Navngivelse 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse 4.0 Internasjonal