Teaching Quality: An Explanatory Model of Learning in Secondary Education

  1. Zuleica Ruiz-Alfonso
  2. Jaime León
  3. Lidia Santana-Vega
  4. Cristina González
Journal:
Psicología educativa

ISSN: 1135-755X

Year of publication: 2021

Volume: 27

Issue: 1

Pages: 67-76

Type: Article

More publications in: Psicología educativa

Metrics

Cited by

  • Dialnet Métricas Cited by: 2 (18-02-2024)

JCR (Journal Impact Factor)

  • Year 2021
  • Journal Impact Factor: 1.632
  • Journal Impact Factor without self cites: 1.474
  • Article influence score: 0.522
  • Best Quartile: Q3
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q3 Rank in area: 102/148 (Ranking edition: SSCI)
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q4 Rank in area: 209/270 (Ranking edition: SSCI)
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q4 Rank in area: 48/61 (Ranking edition: SSCI)

SCImago Journal Rank

  • Year 2021
  • SJR Journal Impact: 0.345
  • Best Quartile: Q3
  • Area: Developmental and Educational Psychology Quartile: Q3 Rank in area: 231/355
  • Area: Social Psychology Quartile: Q3 Rank in area: 192/302

Índice Dialnet de Revistas

  • Year 2021
  • Journal Impact: 2.490
  • Field: PSICOLOGÍA Quartile: C1 Rank in field: 8/111
  • Field: EDUCACIÓN Quartile: C1 Rank in field: 6/235

CIRC

  • Social Sciences: A

Scopus CiteScore

  • Year 2021
  • CiteScore of the Journal : 2.0
  • Area: Social Psychology Percentile: 41
  • Area: Developmental and Educational Psychology Percentile: 40

Journal Citation Indicator (JCI)

  • Year 2021
  • Journal Citation Indicator (JCI): 0.58
  • Best Quartile: Q3
  • Area: PSYCHOLOGY, MULTIDISCIPLINARY Quartile: Q3 Rank in area: 114/211
  • Area: EDUCATION & EDUCATIONAL RESEARCH Quartile: Q3 Rank in area: 417/743
  • Area: PSYCHOLOGY, EDUCATIONAL Quartile: Q3 Rank in area: 50/75

Abstract

The purpose of this study was to examine the relationship between teaching quality and students’ expectancy-value motivation, effort-regulation, future interest, and connection frequency in mathematics in 1,113 high school students. Data were analyzed using multilevel structural equation modeling, and findings showed support for the hypotheses tested. First, we found that teaching quality – specifically, teaching for relevance, acknowledge negative feelings, participation encouragement, using a non-controlling language, provide optimal challenge, focus on the process, structure the class, provide positive feedback, and caring – predicted students’ expectancy-value motivation. Second, students’ connection frequency, effort, and future interest in math were predicted, at individual and class level, by students’ task-expectancy motivation. Third, students’ connection frequency, effort, and future interest were predicted, at individual and class level, by their task-value in math. Finally, findings were discussed in terms of their applications for educational practice and methodological suggestions for future research.

Funding information

Cite this article as: Ruiz-Alfonso, Z., León, J., Santana-Vega, L. E., & González, C. (2021). Teaching quality: An explanatory model of learning in Secondary Education. Psicología Edu-cativa, 27(1), 67-76. https://doi.org/10.5093/psed2020a18 Funding: This study was supported by the Spanish Ministry of Science and Innovation, “Juan de la Cierva” postdoctoral grant [FJCI-2017-31844] Correspondence: jaime.leon@ulpgc.es (J. León).

Funders

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