Teacher support and student engagement in mathematics: The chain mediating role of academic self-efficacy and achievement goal orientation

IF 0.8 4区心理学 Q3 PSYCHOLOGY, MULTIDISCIPLINARY Journal of Psychology in Africa Pub Date : 2023-10-17 DOI:10.1080/14330237.2023.2256078

Yanfei Yang, Guangzheng Li, Fenfen Song, Yuan Yuan

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Abstract

AbstractThis explored how teacher support impacted student engagement in mathematics. A total of 632 students in Grades 7 to 9 from junior middle schools in China were participants (females = 54.27%, mean age = 13.97, SD = 0.88). They completed surveys on teacher support, academic self-efficacy, achievement goal orientation, and student engagement. Data analysis was conducted using SPSS 20.0 and Amos 24.0. Results showed that academic self-efficacy mediated the relationship between perceived teacher support and student engagement. Mastery-approach and performance-approach goal orientation respectively mediated the relationship between perceived teacher support and student engagement in mathematics. Academic self-efficacy and mastery-approach had a chain mediation effect on the relationship between perceived teacher support and student engagement and academic self-efficacy. Performance-approach also had a chain mediation effect between the two. The chain mediation effect of academic self-efficacy and performance-approach was stronger than the single performance-approach effect. These findings shed light on the motivational processes through which students perceive the impact of teacher support on their engagement in mathematics.Keywords: student engagementteacher supportacademic self-efficacymastery-approach goal orientationperformanceapproach goal orientationmaths

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数学教师支持与学生投入:学业自我效能感与成就目标取向的链式中介作用

摘要本文探讨了教师支持如何影响学生在数学学习中的参与度。研究对象为632名中国初中7 ~ 9年级学生(女生占54.27%，平均年龄13.97岁，SD = 0.88)。他们完成了关于教师支持、学业自我效能、成就目标导向和学生参与的调查。数据分析采用SPSS 20.0和Amos 24.0软件。结果表明，学业自我效能感在教师支持感知与学生投入之间起中介作用。掌握取向和绩效取向的目标取向分别中介了教师支持感知与学生数学投入的关系。学业自我效能感和掌握方法对教师支持感、学生投入感和学业自我效能感之间的关系具有连锁中介作用。绩效取向在二者之间也具有连锁中介效应。学业自我效能与绩效进近的链式中介效应强于单一绩效进近效应。这些发现揭示了学生感知教师支持对他们参与数学的影响的动机过程。关键词:学生参与教师支持学习自我效能掌握接近目标取向绩效接近目标取向数学

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来源期刊

Journal of Psychology in Africa PSYCHOLOGY, MULTIDISCIPLINARY-

CiteScore

1.70

自引率

16.70%

发文量

期刊介绍： Findings from psychological research in Africa and related regions needs a forum for better dissemination and utilisation in the context of development. Special emphasis is placed on the consideration of African, African-American, Asian, Caribbean, and Hispanic-Latino realities and problems. Contributions should attempt a synthesis of emic and etic methodologies and applications. The Journal of Psychology in Africa includes original articles, review articles, book reviews, commentaries, special issues, case analyses, reports and announcements.