Teacher enjoyment and student enjoyment in mathematics classrooms are positively related even after controlling for students' prior-year enjoyment¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r3 · q3
Currency · newest study 2009 · checked against its sources 2026-10-24 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? At the class level, teacher-reported enjoyment of teaching a class was positively related to students' enjoyment of mathematics in that class, controlling for Grade 7 enjoyment (standardized latent regression weight β = .32, p < .05). → Frenzel 2009 q3 i? Without covariates, the latent correlation between teacher and student enjoyment at the class level was .63 (p < .01). → Frenzel 2009 (2)

Evidence¶

Frenzel 2009¶

Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional Transmission in the Classroom: Exploring the Relationship Between Teacher and Student Enjoyment. Journal of Educational Psychology, 101(3), 705–716. https://doi.org/10.1037/a0014695

q3 · i? · associational · r3

Multilevel SEM on data from 71 classrooms (1,763 Grade 8 students; Grade 7 enjoyment available for 1,542) in a value-added design. The article reports that teacher and student enjoyment in Grade 8 were "still significantly positively related with a standardized latent regression weight of β = .32 (p < .05)" despite class-level stability of .70.

"In addition, despite a relatively high stability of mathematics enjoyment at the class level with an autoregression of .70 ( p /H11021.01), teacher and student enjoyment in Grade 8 were still significantly positively related with a standardized latent regression weight of /H9252/H11005.32 ( p /H11021.05)."

Frenzel 2009 (2)¶

Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional Transmission in the Classroom: Exploring the Relationship Between Teacher and Student Enjoyment. Journal of Educational Psychology, 101(3), 705–716. https://doi.org/10.1037/a0014695

q3 · i? · associational · r3

Step 1 ML-SEM model correlating teacher enjoyment with class-average student enjoyment at the between-classes level; the article reports the latent correlation was .63 (p < .01) with good fit indices (CFI = .99, TLI = .99, RMSEA = .024).

"The latent correlation between teacher and student enjoyment in this model was .63 ( p /H11021.01), clearly supporting a positive relationship between teacher and student experiences of enjoyment within classrooms."

Discussion¶

Learner Variables¶

• Achievement Emotions — outcome: instruction changes it
• Interest — outcome: instruction changes it

Related Claims¶

• Only the current teacher's enthusiasm relates to students' enjoyment; prior-year teacher enthusiasm is unrelated to next-year enjoyment — related
• Perceived teacher enthusiasm positively predicts student enjoyment at the within-class (individual student) level — related
• In the HghLBO profile, boredom and enjoyment lose nearly all predictive power for persistence, though they predict persistence in full-sample and multigroup analyses — related