Mehrdimensionale Bildungsziele im Mathematikunterricht und ihr Zusammenhang mit den Basisdimensionen der Unterrichtsqualität

School and teaching do not only aim at imparting knowledge but in the sense of multi-dimensional goals they shall also help students to develop domain-specific interests and trust in one´s own abilities (self-efficacy). The paper examines how instructional qualities are related to achieving multi-dimensional educational goals in the PISA 2012 classes. For each educational goal, latent multilevel models were specified. For mathematics competencies and mathematics self-efficacy, results showed a positive relation with cognitive activation and classroom discipline. Mathematics enjoyment and interest was positively associated with cognitive activation, classroom discipline, as well as teacher support. Findings prove that fostering these multi-dimensional goals simultaneously in mathematics classes is possible.