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<p>Prior research has elucidated the association between teacher-student relationships (TSR) and achievement emotions. Nevertheless, the underlying mechanism between TSR and achievement emotions and cross-group generalizability remain unclear. This study analyzed data from 794 Grade 7–8 students in Xishuangbanna, China (517 Dai; 277 Han; 48.6% girls; <i>M</i><sub>age</sub> = 13.11) and tested a control-value mediation model for class-related mathematics achievement emotions (enjoyment, boredom, anxiety, anger) using latent multi-group SEM. In both groups, TSR was positively associated with higher control and value appraisals, which were in turn associated with achievement emotions. Significant indirect associations via control appraisals were observed for all achievement emotions, whereas indirect associations via value appraisals were observed except for the value → boredom path in the Han group. TSR correlated positively with enjoyment and negatively with boredom and anger, but not with anxiety. Multi-group tests indicated no reliable differences in structural paths between Dai and Han ethnic groups. Practical implications, contextual interpretations, study limitations, and directions for future research are discussed.</p>

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Student-perceived teacher-student relationships and mathematics achievement emotions: a multigroup analysis of Dai and Han students in China

  • 期刊论文

  • 发表日期：

    2026年7月11日

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  • Xia Kang,
  • Shuqing Zhang,
  • Yajun Wu

摘要

Prior research has elucidated the association between teacher-student relationships (TSR) and achievement emotions. Nevertheless, the underlying mechanism between TSR and achievement emotions and cross-group generalizability remain unclear. This study analyzed data from 794 Grade 7–8 students in Xishuangbanna, China (517 Dai; 277 Han; 48.6% girls; Mage = 13.11) and tested a control-value mediation model for class-related mathematics achievement emotions (enjoyment, boredom, anxiety, anger) using latent multi-group SEM. In both groups, TSR was positively associated with higher control and value appraisals, which were in turn associated with achievement emotions. Significant indirect associations via control appraisals were observed for all achievement emotions, whereas indirect associations via value appraisals were observed except for the value → boredom path in the Han group. TSR correlated positively with enjoyment and negatively with boredom and anger, but not with anxiety. Multi-group tests indicated no reliable differences in structural paths between Dai and Han ethnic groups. Practical implications, contextual interpretations, study limitations, and directions for future research are discussed.