How classroom management and instructional clarity relate to students' academic emotions in Hong Kong and England: A multi-group analysis based on the control-value theory

How classroom management and instructional clarity relate to students' academic emotions in Hong Kong and England: A multi-group analysis based on the control-value theory

• Chen, Xin The University of Hong Kong
• Lu, Linhai Nanjing University

Learning and Individual Differences, 98(0), -, 2022

Elsevier

2022

• F Learning & Teaching
  • FG Classroom Management & Control
• P Social Context of Education
  • PB Comparative Education

Classroom Management Instructional Clarity Academic Emotions Control-value Theory (CVT) TIMSS

• Hong Kong
• England

• 1997.7 onwards

• Primary Education

In addition to enabling students to gain knowledge, education aims to make them competent, confident, and enthusiastic learners. Using TIMSS 2019 data from eighth graders in mathematics classrooms in Hong Kong (N = 1146) and England (N = 1981), this study explored the relevance of classroom management and instructional clarity to students' mathematics self-concept and value, academic emotions (i.e., enjoyment and boredom) and mathematics achievement by using a latent multi-group SEM analysis. The findings corroborated the controlvalue theory and indicated that classroom management was not always beneficial to the increase of students' enjoyment and achievement in Hong Kong, but the favorable effects of classroom management on academic emotions and achievement were observed in England. Additionally, instructional clarity has been demonstrated to improve students' enjoyment and achievement in mathematics while reducing boredom in both groups, with the advantage being greater in Hong Kong classrooms. The limitations and implications are then discussed. Copyright © 2022 Elsevier.

• English

Journal Articles

• 10416080

• 10.1016/j.lindif.2022.102183

https://bibliography.lib.eduhk.hk/en/bibs/eae8da90

2023-05-08