How Classroom Environment Influences Academic Enjoyment in Mathematics Among Chinese Middle School Students: Moderated Mediation Effect of Academic Self-Concept and Academic Achievement

Abstract

Ying Liu,1,* Yu Wang,2,* Ru-De Liu,3 Yi Ding,4 Jia Wang,5 Xinyi Mu1 1School of Education, Hebei Normal University, Shijiazhuang, People’s Republic of China; 2Faculty of Education, Hui Hua College of Hebei Normal University, Shijiazhuang, People’s Republic of China; 3Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of China; 4Graduate School of Education, Fordham University, New York, NY, USA; 5Teachers’ College, Beijing Union University, Beijing, People’s Republic of China*These authors contributed equally to this workCorrespondence: Ru-De Liu, Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of China, Email [email protected]: Substantial literature has documented the influence of classroom environment on academic enjoyment. However, little is known about the mediating and moderating mechanisms underlying this relationship. Based on the control-value theory and the individual-context interaction model, a moderated mediation model was constructed in this study to further examine whether academic self-concept mediated the relation between classroom environment and enjoyment in mathematics and whether this mediating effect was moderated by academic achievement.Methods: We recruited 750 Chinese middle school students and they completed the classroom environment, academic self-concept, and academic enjoyment questionnaires.Results: After controlling for gender and grade, the results of structural equation modeling showed that academic self-concept partially mediated the association between classroom environment and enjoyment in mathematics. The mediating path from classroom environment to academic self-concept was moderated by academic achievement. Classroom environment positively predicted academic self-concept for the higher achieving students. However, the effect of classroom environment on academic self-concept was not significant for the lower achieving students.Conclusion: These findings highlight that classroom environment has a more salient impact on academic self-concept and enjoyment for higher achieving students than for lower achieving students. The study results provide guidelines for educators regarding effective interventions for fostering positive academic emotions.Keywords: academic enjoyment, classroom environment, academic self-concept, academic achievement

Keywords

• academic enjoyment
• classroom environment
• academic self-concept
• academic achievement