ArticleFrontiers in psychology2026
Unraveling the psychological and behavioral pathways connecting classroom instruction to mathematics achievement: insights from TALIS Shanghai data.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Background: Understanding the complex classroom pathways that underlie student learning outcomes is vital for pedagogical improvement. While prior scholarship highlights isolated instructional variables via survey methods, empirical insights regarding the simultaneous behavioral and psychological pathways in real classroom settings remain scarce. Methods: Using secondary data from the 2018 Teaching and Learning International Survey (TALIS) Global Teaching Insights (GTI) video study in Shanghai, China ( Results: The results reveal a dual effect of classroom management: while it improves the quality of interactions, it simultaneously reduces the frequency of interaction, thereby weakening students' efficacy and achievement. In contrast, emotional support from teachers enhances both the frequency and quality of classroom interactions, ultimately promoting cognitive engagement and academic performance. Moreover, interaction quantity and quality exert comparable influences on outcomes, with cognitive engagement and subject-specific efficacy functioning as key mediators. Conclusion: These findings shed light on the psychological and behavioral dynamics underlying classroom improvement, highlight the value of emotionally supportive and interaction-balanced teaching practices, and provide empirical support for both social-cognitive and constructivist theories of learning.
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