Teaching Quality: An Explanatory Model of Learning in Secondary Education

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

ISSN: 1135-755X

Argitalpen urtea: 2021

Alea: 27

Zenbakia: 1

Orrialdeak: 67-76

Mota: Artikulua

Beste argitalpen batzuk: Psicología educativa


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.

Finantzaketari buruzko informazioa

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).


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