Unraveling the psychological and behavioral pathways connecting classroom instruction to mathematics achievement: insights from TALIS Shanghai data
Weitong Liu, Xinwei Chang, Yuxuan Yan, Hui Zhang · 2026
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Description
Weitong Liu and co-authors trace the paths that link classroom teaching to mathematics achievement in Shanghai schools, published in 2026. Prior work often studied single teaching traits in isolation, using surveys. Evidence on the joint psychological and behavioral paths inside real classrooms was scarce.
Using video study data on mathematics teachers and their students, the team modeled several links at once. Classroom management had a dual effect: it improved the quality of interaction but cut its frequency, weakening student confidence and achievement. Teacher emotional support raised both the frequency and quality of interaction. That in turn promoted deeper engagement and better performance. Interaction quality and quantity had comparable effects in their model, the authors report.
Catalog record
| CREATOR | Weitong Liu, Xinwei Chang, Yuxuan Yan, Hui Zhang |
|---|---|
| YEAR | 2026 |
| COLLECTION | PAPERS |
| FORMAT | TXT |
| FILE SIZE | 58 KB |
| VERSION | 1.0 |
| LICENSE | CC BY 4.0 |
| RIGHTS | CC BY |
| SOURCE | Europe PMC |