Utilizing the Programme for International Student Assessment 2012 Shanghai dataset ( N = 5 , 177 ), this study examined the relationship between school disciplinary climate aggregated from mathematics classrooms and student mathematics learning outcomes, including mathematics achievement and intrinsic and instrumental motivation to learn mathematics, from the perspective of the self-determination theory of academic motivation. The results of the analyses demonstrated challenges supporting students in Shanghai schools to simultaneously perform well in the three mathematics learning outcomes. Meanwhile, an orderly school disciplinary climate might hurt students’ instrumental motivation, although it is beneficial to students’ mathematics achievement.

中文翻译：

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数学学习的纪律、动机和成就：上海的探索

本研究利用国际学生评估计划 2012 上海数据集 (N = 5 , 177 )，研究了从数学课堂汇总的学校学科氛围与学生数学学习成果之间的关系，包括数学成绩和学习数学的内在和工具动机，从学业动机自我决定理论的视角。分析结果表明，支持上海学校的学生在三个数学学习成果中同时表现出色是一项挑战。同时，有序的学校纪律氛围虽然有利于学生的数学成绩，但可能会损害学生的工具性动机。