This study examined the relations between teacher-reported classroom management self-efficacy, student-reported teaching quality and students’ enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers’ self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.

本研究探讨了教师报告的课堂管理自我效能，学生报告的教学质量与学生对数学的享受之间的关系。 在学年开始和中期，从德国九年级和十年级学生（N  = 779）和他们的老师（N = 40）收集数据。多层次模型显示，教师在第一时间的自我效能感与第二时间的班级监控和相关性呈显着正相关。第二时间的班级关联性与第二时间的享受呈显着正相关。时间1的疗效通过时间2的相关性与时间2的享受间接相关。