This longitudinal study examined the relative importance of two key facets of mathematics teachers’ motivation (educational interest, relational goals) for student-reported instructional quality (cognitive activation, social relatedness, relevance support, rule clarity) and student mathematics interest. The sample comprised 50 mathematics teachers and their students (n = 959) from 30 secondary schools. There were three waves of data collection: at the beginning of the ninth grade (Time 1), at the beginning of the tenth grade (Time 2), and in the middle of the tenth grade (Time 3). Teacher motivation was assessed using both self-assessments and student reports, the remaining variables were based only on student reports. Multilevel structural equation analyses revealed for teachers’ Time 1 self-reported educational interest significant class-level effects on Time 2 instructional practices (i.e., cognitive activation and relevance support). The hypothesized effect of teachers’ Time 1 relational goals on Time 2 social relatedness was found to be significant only at the individual student level. In contrast, at the class level, only teachers’ Time 1 self-reported educational interest contributed significantly and indirectly to Time 3 student mathematics interest via Time 2 cognitive activation. In addition, we observed a cross-level indirect effect of Time 1 teachers’ class-level self-reported educational interest on Time 3 student-level mathematics interest mediated by Time 2 student-level relevance support. Overall, the results contribute to research aimed at identifying and comparing the unique effects of teacher motivation facets on instructional practices and student outcomes.

这项纵向研究考察了数学教师动机的两个关键方面（教育兴趣、相关目标）对学生报告的教学质量（认知激活、社会相关性、相关性支持、规则清晰度）和学生数学兴趣的相对重要性。样本包括 50 名数学教师和他们的学生（n = 959) 来自 30 所中学。一共收集了三波数据：九年级初（时间一）、十年级初（时间二）、十年级中期（时间三）。使用自我评估和学生报告评估教师动机，其余变量仅基于学生报告。多层次结构方程分析揭示了教师在时间 1 中自我报告的教育兴趣对时间 2 教学实践（即认知激活和相关支持）的显着班级影响。教师的时间 1 关系目标对时间 2 社会关系的假设影响被发现仅在个别学生水平上显着。相比之下，在班级层面，只有教师的时间 1 自我报告的教育兴趣通过时间 2 的认知激活对时间 3 学生的数学兴趣有显着和间接的贡献。此外，我们观察到时间 1 教师班级自我报告的教育兴趣对时间 3 学生水平数学兴趣的跨层次间接影响，该影响由时间 2 学生水平的相关支持所介导。总的来说，这些结果有助于旨在识别和比较教师动机方面对教学实践和学生成果的独特影响的研究。我们观察到时间 1 教师班级自我报告的教育兴趣对时间 3 学生水平数学兴趣的跨层次间接影响，该影响由时间 2 学生水平的相关支持所介导。总的来说，这些结果有助于旨在识别和比较教师动机方面对教学实践和学生成果的独特影响的研究。我们观察到时间 1 教师班级自我报告的教育兴趣对时间 3 学生水平数学兴趣的跨层次间接影响，该影响由时间 2 学生水平的相关支持所介导。总的来说，这些结果有助于旨在识别和比较教师动机方面对教学实践和学生成果的独特影响的研究。