Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Table 2

Class-specific means and standard errors of motivational and cognitive learning outcomes.

	C1: High quality		C2: High structuredness		C3: High teacher support		C4: Low quality
	M	SE	M	SE	M	SE	M	SE
Self-concept	3.24	0.15	3.05	0.16	2.95	0.12	2.63	0.08
Interest	3.86	0.13	3.42	0.12	3.32	0.18	3.03	0.09