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Background: Students' self-concept of ability is an important predictor of their achievement emotions. However, little is known about how learning environments affect these interrelations., Aims: Referring to Pekrun's control-value theory, this study investigated whether teacher-reported teaching quality at the classroom level would moderate the relation between student-level mathematics self-concept at the beginning of the school year and students' achievement emotions at the middle of the school year., Sample: Data of 807 ninth and tenth graders (53.4% girls) and their mathematics teachers (58.1% male) were analysed., Method: Students and teachers completed questionnaires at the beginning of the school year and at the middle of the school year. Multi-level modelling and cross-level interaction analyses were used to examine the longitudinal relations between self-concept, teacher-perceived teaching quality, and achievement emotions as well as potential interaction effects., Results: Mathematics self-concept significantly and positively related to enjoyment in mathematics and negatively related to anxiety. Teacher-reported structuredness decreased students' anxiety. Mathematics self-concept only had a significant and positive effect on students' enjoyment at high levels of teacher-reported cognitive activation and at high levels of structuredness., Conclusions: High teaching quality can be seen as a resource that strengthens the positive relations between academic self-concept and positive achievement emotions., (© 2020 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society.)

Over the last decades, more and more adolescents and children feel chronically stressed, which negatively affects their school performance. However, less is known whether classmates' general stress affects an individual student's quality of motivation. Therefore, based on conservation of resources theory, this study examined the precise interplay between general stress and the quality of motivation for students in high- and low-tracking schools considering potential context effects. Results of multilevel multigroup structural equation models with questionnaire data from 1,088 German students identified differences in the relation between general stress and quality of motivation for students from different school forms on both the within and between level., (© 2018 John Wiley & Sons, Ltd.)