Abstract
This study explored emotion profiles and their relationships with students’ perceived teaching quality in mathematics classrooms (i.e., general and content-focused teaching). The data were collected from 1900 students (50.9% male; Mage = 13.88, SD = 1.16) in 76 mathematics classrooms across 11 secondary schools in Jiangsu, China. Three profiles of achievement emotions were obtained, namely positive (49.5%), medium (37.9%) and negative emotion profiles (12.6%). Facets of general teaching were more closely related to emotion profiles compared with content-focused teaching. The results indicated that adopting effective teaching to improve students' learning experience is promising.
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