Investigation of middle school mathematics teacher emotions and their students’ mathematics achievement emotions: a mixed-methods study

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2021-1-01

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Çalık, Başak

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The purpose of the study was three-fold. First, the study aimed to investigate the relationship between mathematics teachers’ emotions, self-efficacy, and burnout. Second, it was aimed to examine the relationship between mathematics teachers’ emotions and their students’ mathematics self-efficacy, perceived teaching quality, perceived teacher affective support, and mathematics achievement emotions. Third, the reasons for and relevant processes behind students’ emotions were uncovered by considering the learning process and student-teacher interactions. The study employed a mixed-methods research design. Accordingly, 222 public middle school mathematics teachers and 5475 seventh and eighth-grade students in İstanbul selected through cluster sampling participated in the quantitative phase. Next, 14 teachers selected through the maximum variation and convenience sampling participated in the qualitative phase. Teacher and student questionnaires and teacher interviews were utilized. Single and multilevel structural equation modeling and content analyses were performed. According to the results, personal accomplishment predicted teacher self-efficacy dimensions. Teacher self-efficacy for student engagement was negatively related to emotional exhaustion. Besides, teacher self-efficacy dimensions made significant contributions to explain teacher enjoyment, anger, and anxiety. Students’ perceptions of teachers’ supportive presentation style and excessive lesson demands, and mathematics self-efficacy predicted students’ mathematics enjoyment, anger, and anxiety. Perceived teacher affective support was negatively related to student anger. There was no significant relationship between mathematics teachers’ anger, anxiety, enjoyment, and students’ anger, anxiety, and enjoyment in mathematics. Interviews with teachers revealed the main themes as types of student emotions in mathematics learning and teaching, sources of emotions, consequences of emotions, and strategies to regulate emotions.

Subject Keywords

Achievement Emotions, Teacher Emotions, Mathematics Self-Efficacy, Teacher Self-Efficacy, Teaching Quality

URI

https://hdl.handle.net/11511/89569

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Graduate School of Social Sciences, Thesis

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Citation Formats

B. Çalık, “Investigation of middle school mathematics teacher emotions and their students’ mathematics achievement emotions: a mixed-methods study,” Ph.D. - Doctoral Program, Middle East Technical University, 2021.