Mediation of mathematical self-efficacy in the relationship between teacher-student relationships and mathematics achievement by grade and academic level: a multi-group structural equation modeling

IF 9 1区心理学 Q1 PSYCHOLOGY, EDUCATIONAL Learning and Individual Differences Pub Date : 2025-05-01 Epub Date: 2025-04-19 DOI:10.1016/j.lindif.2025.102696

Yuting Tan , Tao Yang , Jianqiang Yang , Kexin Li

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Abstract

Based on Social Cognitive Theory (SCT) and Self-Determination Theory (SDT), this study investigates how teacher-student closeness and conflict contribute to mathematics achievement across ability and grade levels, with a focus on mathematical self-efficacy as a mediator. Participants included 1573 high and 1467 low achievers in Grade 4, and 3514 high and 3296 low achievers in Grade 8. The multi-group structural equation modeling (SEM) revealed: (a) High achievers in both grades reported better relationships with teachers (more closeness, less conflict) than low achievers. (b) For high achievers, teacher-student closeness and conflict did not associate with mathematics achievement, whereas low achievers exhibited positive (closeness) and negative (conflict) associations, with stronger effects than high achievers. (c) No mediation by self-efficacy was found in Grade 4. For Grade 8 high achievers, it positively mediated closeness-achievement but negatively mediated conflict-achievement links, while negatively mediating closeness-achievement for low achievers, with small effect sizes.

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数学自我效能感在师生关系与年级、学业水平数学成绩关系中的中介作用：多组结构方程模型

本研究基于社会认知理论（SCT）和自我决定理论（SDT），探讨了师生亲密感和冲突对数学成绩的影响，并重点研究了数学自我效能感在数学成绩中的中介作用。参与者包括四年级1573名优等生和1467名低等生，八年级3514名优等生和3296名低等生。多组结构方程模型（SEM）显示：(a)两个年级的高成就学生与教师的关系比低成就学生更好（更亲密，更少冲突）。(b)高成就生的师生亲密和冲突对数学成绩无显著影响，而低成就生表现出正向（亲密）和负向（冲突）关系，且影响强于高成就生。(c)自我效能感在第4级没有中介作用。对于八年级高成就生，它正向中介亲密-成就，负向中介冲突-成就；对于低成就生，它负向中介亲密-成就，效应量较小。

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来源期刊

Learning and Individual Differences PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.60

自引率

2.80%

发文量

期刊介绍： Learning and Individual Differences is a research journal devoted to publishing articles of individual differences as they relate to learning within an educational context. The Journal focuses on original empirical studies of high theoretical and methodological rigor that that make a substantial scientific contribution. Learning and Individual Differences publishes original research. Manuscripts should be no longer than 7500 words of primary text (not including tables, figures, references).