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The impact of Chinese mathematics teachers’ competence on students’ affective learning outcomes and the mediating role of instructional quality

Artigo2025

Xinrong Yang ORCID; Xiaoshuang Li ORCID; Xin Chen ORCID; Johannes König ORCID; Gabriele Kaiser ORCID

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Resumo

Abstract The impact of teachers’ competence on instructional quality provided by them, and their students’ mathematics learning outcomes has been a focal point of educational research for several decades. However, limited attention has been given to the impact on affective factors as key indicators of students’ learning outcomes, and particularly within the Chinese educational context. This study examines the impact chain from secondary school mathematics teachers’ professional competence through instructional quality to students’ affective mathematics learning outcomes. The sample comprises 117 Chinese junior secondary school mathematics teachers with varying teaching experience and their students (3471 participants aged 13–14 years). The impact was measured with established instruments from prior research of the Teacher Education and Development Program in Mathematics (TEDS-M) research program. In line with findings from the current discourse, no significant direct effects of teachers’ professional competence on students’ affective learning outcomes and their implemented instructional quality could be identified. However, weak indirect effects mediated by instructional quality were identified, highlighting the need for further research on students’ affective learning outcomes that considers cultural factors, among others.

Dados da obra

Tipo
Artigo
Periódico
ZDM, v. 57, n. 6, p. 1125-1138
Editora
Springer Science+Business Media
Ano
2025 (2025-09-16)
Idioma
en
Palavras-chave
teacher competence; teaching quality; affective learning outcomes; mathematics achievement; secondary mathematics teachers; mediating effect; junior high school students; Chinese education; TEDS-M
Temas
Formação de Professores de Matemática
DOI
10.1007/s11858-025-01738-4
ISSN
1615-679X, 1863-9690, 1863-9704
Licença
cc-by
Acesso
Acesso aberto
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
YANG, Xinrong et al.. The impact of Chinese mathematics teachers’ competence on students’ affective learning outcomes and the mediating role of instructional quality. ZDM, v. 57, n. 6, p. 1125-1138, 2025. DOI: https://doi.org/10.1007/s11858-025-01738-4.

APA

Yang, X., Li, X., Chen, X., König, J., & Kaiser, G. (2025). The impact of Chinese mathematics teachers’ competence on students’ affective learning outcomes and the mediating role of instructional quality. ZDM, 57(6), 1125-1138. https://doi.org/10.1007/s11858-025-01738-4

BibTeX
@article{yang2025,
  author = {Yang, Xinrong and Li, Xiaoshuang and Chen, Xin and König, Johannes and Kaiser, Gabriele},
  title = {The impact of Chinese mathematics teachers’ competence on students’ affective learning outcomes and the mediating role of instructional quality},
  year = {2025},
  journal = {ZDM},
  volume = {57},
  number = {6},
  pages = {1125-1138},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s11858-025-01738-4},
  language = {en}
}
RIS
TY  - JOUR
AU  - Yang, Xinrong
AU  - Li, Xiaoshuang
AU  - Chen, Xin
AU  - König, Johannes
AU  - Kaiser, Gabriele
TI  - The impact of Chinese mathematics teachers’ competence on students’ affective learning outcomes and the mediating role of instructional quality
PY  - 2025
JO  - ZDM
VL  - 57
IS  - 6
SP  - 1125
EP  - 1138
DO  - 10.1007/s11858-025-01738-4
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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