Teachers can transmit their class-related values to their students and thus affect their students’ academic development in regular classes. This so-called value transmission has mostly been examined with respect to emotional contagion, that is, the transmission of rather affective values (e.g., enjoyment) from teachers to their students through teachers’ enthusiastic behavior during instruction. However, other transmission processes might also be at play, including other value dimensions and mediation through other instructional practices. In this study, we therefore aimed to systematically test the generalizability of such value transmission effects by examining a broad spectrum of (a) teacher values, (b) instructional practices, and (c) student values. Based on longitudinal data from 1744 students and their 70 math teachers, cross-level mediation analyses revealed that teachers’ teaching enthusiasm, math enthusiasm, as well as math utility value affected their students’ values (i.e., intrinsic and utility values). Teachers’ teaching enthusiasm was transmitted to students’ values through both student-perceived enthusiastic behavior during instruction and through relevance-related instructional practices. Teachers’ subject-related values (i.e., math enthusiasm and utility value) primarily affected students’ utility value, but this transmission could not be explained by the instructional practices under investigation. Overall, our findings reveal auspicious evidence for a broader generalizability of the value transmission concept and yet also show the need to differentiate between different value dimensions and the mechanisms through which they are transmitted from teachers to their students.

教师可以将与班级相关的价值观传达给学生，从而影响他们在常规班级中学生的学术发展。大多数关于情感传染的所谓“价值传递”已经得到检验，也就是说，通过教师在教学过程中的热情行为，将相当情感的价值（例如，享受）从教师传递给学生。但是，其他传播过程也可能在起作用，包括其他价值维度和通过其他教学实践进行的调解。因此，在这项研究中，我们旨在通过检查（a）教师价值观，（b）教学实践和（c）学生价值观的广泛范围，系统地测试这种价值传递效应的可概括性。根据1744名学生及其70位数学老师的纵向数据，跨层次调解分析显示，教师的教学热情，数学热情以及数学效用价值会影响学生的价值观（即内在价值和效用价值）。通过在教学过程中学生感知到的热情行为以及与相关性相关的教学实践，教师的教学热情传递给了学生价值观。教师的与科目相关的价值观（即数学热情和效用价值）主要影响学生的效用价值，但这种传播无法通过所研究的教学实践来解释。总体，