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The Impact of Chinese Mathematics Teachers' Competence on Students' Affective Learning Outcomes and the Mediating Role of Instructional Quality

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Title: The Impact of Chinese Mathematics Teachers' Competence on Students' Affective Learning Outcomes and the Mediating Role of Instructional Quality
Language: English
Authors: Xinrong Yang, Xiaoshuang Li, Xin Chen, Johannes König, Gabriele Kaiser (ORCID 0000-0002-6239-0169)
Source: ZDM: Mathematics Education. 2025 57(6):1125-1138.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Mathematics Teachers, Teacher Competencies, Mathematics Instruction, Instructional Effectiveness, Junior High School Teachers, Affective Objectives, Pedagogical Content Knowledge, Outcomes of Education
Geographic Terms: China
DOI: 10.1007/s11858-025-01738-4
ISSN: 1863-9690
1863-9704
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1493388
Database: ERIC
FullText Text:
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  Data: The Impact of Chinese Mathematics Teachers' Competence on Students' Affective Learning Outcomes and the Mediating Role of Instructional Quality
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  Data: <searchLink fieldCode="AR" term="%22Xinrong+Yang%22">Xinrong Yang</searchLink><br /><searchLink fieldCode="AR" term="%22Xiaoshuang+Li%22">Xiaoshuang Li</searchLink><br /><searchLink fieldCode="AR" term="%22Xin+Chen%22">Xin Chen</searchLink><br /><searchLink fieldCode="AR" term="%22Johannes+König%22">Johannes König</searchLink><br /><searchLink fieldCode="AR" term="%22Gabriele+Kaiser%22">Gabriele Kaiser</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6239-0169">0000-0002-6239-0169</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22ZDM%3A+Mathematics+Education%22"><i>ZDM: Mathematics Education</i></searchLink>. 2025 57(6):1125-1138.
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Y
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  Data: 14
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Junior+High+School+Teachers%22">Junior High School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Objectives%22">Affective Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1007/s11858-025-01738-4
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  Data: 1863-9690<br />1863-9704
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  Data: 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.
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