Pub Date : 2023-11-22DOI: 10.1080/01443410.2023.2285235
Ying-Fen Chang
The benefits of mindfulness have been noticed in academics, but whether and how perceived mindful parenting prevents maladaptive academic behaviours (e.g. rigid persistence, self-handicapping, and ...
{"title":"How perceived mindful parenting prevents maladaptive academic behaviours: the mediating roles of insecure attachment and children mindfulness","authors":"Ying-Fen Chang","doi":"10.1080/01443410.2023.2285235","DOIUrl":"https://doi.org/10.1080/01443410.2023.2285235","url":null,"abstract":"The benefits of mindfulness have been noticed in academics, but whether and how perceived mindful parenting prevents maladaptive academic behaviours (e.g. rigid persistence, self-handicapping, and ...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"30 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520236","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-20DOI: 10.1080/01443410.2023.2281256
Mu-Hsuan Chou
Approaches to learning a second/foreign language can be affected by such individual differences as personality traits, motivational variables, and task difficulty. Personality traits have been prov...
学习第二语言/外语的方法会受到人格特征、动机变量和任务难度等个体差异的影响。人格特质已经被证明……
{"title":"Examining the influence of L2 grit and English proficiency on learning approaches: a mediation analysis through expectancy of success and perceived task difficulty","authors":"Mu-Hsuan Chou","doi":"10.1080/01443410.2023.2281256","DOIUrl":"https://doi.org/10.1080/01443410.2023.2281256","url":null,"abstract":"Approaches to learning a second/foreign language can be affected by such individual differences as personality traits, motivational variables, and task difficulty. Personality traits have been prov...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"309 2","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520246","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-20DOI: 10.1080/01443410.2023.2281259
Mika Paananen, Tuija Aro, Tuire Koponen, Helena Viholainen, Asko Tolvanen, Pilvi Peura, Mikko Aro
Self-regulatory efficacy (SRE) among elementary school children is of interest because pupils’ self-regulation capacities and SRE influence in managing learning situations. This study investigated ...
{"title":"Individual variations in sources of self-regulatory efficacy among elementary school pupils","authors":"Mika Paananen, Tuija Aro, Tuire Koponen, Helena Viholainen, Asko Tolvanen, Pilvi Peura, Mikko Aro","doi":"10.1080/01443410.2023.2281259","DOIUrl":"https://doi.org/10.1080/01443410.2023.2281259","url":null,"abstract":"Self-regulatory efficacy (SRE) among elementary school children is of interest because pupils’ self-regulation capacities and SRE influence in managing learning situations. This study investigated ...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"1 3","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-15DOI: 10.1080/01443410.2023.2280449
Xiaofeng Du, Lu Yuan, Jian Liu
In this study, we investigated the connections among teacher-student relationships (TSRs), intrinsic motivation, self-efficacy, and non-routine problem solving (NPS) in mathematics with a moderated...
{"title":"The link between teacher-student relationships and non-routine problem solving in ninth-grade mathematics: a moderated mediation model","authors":"Xiaofeng Du, Lu Yuan, Jian Liu","doi":"10.1080/01443410.2023.2280449","DOIUrl":"https://doi.org/10.1080/01443410.2023.2280449","url":null,"abstract":"In this study, we investigated the connections among teacher-student relationships (TSRs), intrinsic motivation, self-efficacy, and non-routine problem solving (NPS) in mathematics with a moderated...","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"4 4","pages":""},"PeriodicalIF":3.2,"publicationDate":"2023-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138520245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-09DOI: 10.1080/01443410.2023.2279503
Katherine W. Bromley, Atika Khurana, Leslie D. Leve, Lauren Lindstrom
AbstractStudents with disabilities have higher rates of attention problems than those without disabilities. This can impede their academic success and postsecondary transition, but these effects have not been well-studied. Understanding these effects is especially critical among high school girls with disabilities who additionally experience significant other barriers to college enrolment. Using longitudinal data from 366 high school girls with disabilities, we examined whether attention problems predicted a lower likelihood of applying to college, and whether this effect was mediated by academic difficulties. We also tested whether attention problems moderated the effect of students’ future aspirations on the likelihood of applying to college. Consistent with our predictions, attention problems were associated with a lower likelihood of applying to college. The individual paths through academic difficulties were significant, but the bootstrap estimation of the indirect effect was not significant. Attention problems did not moderate the effect of future aspirations. Attention training interventions have the potential to improve postsecondary educational outcomes.Keywords: Attention problemsstudents with disabilitiesacademic difficultiesapplying to collegefuture aspirations AcknowledgementsThis study was supported by the Institute for Education Sciences (IES), US Department of Education, through grant R324A170148. The opinions expressed are those of the authors and do not represent the views of the IES or the U.S. Department of Education. The authors report there are no competing interests to declare. The raw data and materials used in this manuscript are available for restricted-use through ICPSR (ICPSR-124181).Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The role of attention problems in predicting applying to college among high school girls with disabilities","authors":"Katherine W. Bromley, Atika Khurana, Leslie D. Leve, Lauren Lindstrom","doi":"10.1080/01443410.2023.2279503","DOIUrl":"https://doi.org/10.1080/01443410.2023.2279503","url":null,"abstract":"AbstractStudents with disabilities have higher rates of attention problems than those without disabilities. This can impede their academic success and postsecondary transition, but these effects have not been well-studied. Understanding these effects is especially critical among high school girls with disabilities who additionally experience significant other barriers to college enrolment. Using longitudinal data from 366 high school girls with disabilities, we examined whether attention problems predicted a lower likelihood of applying to college, and whether this effect was mediated by academic difficulties. We also tested whether attention problems moderated the effect of students’ future aspirations on the likelihood of applying to college. Consistent with our predictions, attention problems were associated with a lower likelihood of applying to college. The individual paths through academic difficulties were significant, but the bootstrap estimation of the indirect effect was not significant. Attention problems did not moderate the effect of future aspirations. Attention training interventions have the potential to improve postsecondary educational outcomes.Keywords: Attention problemsstudents with disabilitiesacademic difficultiesapplying to collegefuture aspirations AcknowledgementsThis study was supported by the Institute for Education Sciences (IES), US Department of Education, through grant R324A170148. The opinions expressed are those of the authors and do not represent the views of the IES or the U.S. Department of Education. The authors report there are no competing interests to declare. The raw data and materials used in this manuscript are available for restricted-use through ICPSR (ICPSR-124181).Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":" 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135242936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-08DOI: 10.1080/01443410.2023.2278399
Jessica C. Ng, Qiao Kang Teo, Patricia Chen
AbstractEfficacious, effective teaching markedly impacts students’ learning and academic achievement. How can we motivate teachers to feel efficacious, and hence teach effectively, amidst challenges? Our research introduced and tested the role of a ‘teacher strategic mindset’—an orientation towards construing teaching challenges as opportunities to step back and consider new, potentially more effective strategies. Teachers who had this strategic mindset felt more efficacious, and in turn, were more likely to report engaging in self-regulated behaviours and metacognition (Study 1). Moreover, instilling this teacher strategic mindset through a brief, online intervention causally increased teachers’ reported efficacy, and their intentions to engage in self-regulated behaviours and metacognition—specifically among those who had a growth mindset (Study 2). Beyond subject matter knowledge and pedagogical skills, a teacher strategic mindset has practical value in motivating efficacious and thus effective teaching.Keywords: Mindsetteachingstrategic mindsetefficacyself-regulation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by a Singapore MOE AcRF Tier 1 grant [R-581-000-232-592] and NUS-ALSET research seed grant [A-0001350-04-00] awarded to Patricia Chen. This work followed all ethical guidelines of the American Psychological Association and was approved by the ethics committee of the researchers’ university. The authors declare no conflicts of interest.
{"title":"A teacher strategic mindset predicts efficacious and effective teaching","authors":"Jessica C. Ng, Qiao Kang Teo, Patricia Chen","doi":"10.1080/01443410.2023.2278399","DOIUrl":"https://doi.org/10.1080/01443410.2023.2278399","url":null,"abstract":"AbstractEfficacious, effective teaching markedly impacts students’ learning and academic achievement. How can we motivate teachers to feel efficacious, and hence teach effectively, amidst challenges? Our research introduced and tested the role of a ‘teacher strategic mindset’—an orientation towards construing teaching challenges as opportunities to step back and consider new, potentially more effective strategies. Teachers who had this strategic mindset felt more efficacious, and in turn, were more likely to report engaging in self-regulated behaviours and metacognition (Study 1). Moreover, instilling this teacher strategic mindset through a brief, online intervention causally increased teachers’ reported efficacy, and their intentions to engage in self-regulated behaviours and metacognition—specifically among those who had a growth mindset (Study 2). Beyond subject matter knowledge and pedagogical skills, a teacher strategic mindset has practical value in motivating efficacious and thus effective teaching.Keywords: Mindsetteachingstrategic mindsetefficacyself-regulation Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by a Singapore MOE AcRF Tier 1 grant [R-581-000-232-592] and NUS-ALSET research seed grant [A-0001350-04-00] awarded to Patricia Chen. This work followed all ethical guidelines of the American Psychological Association and was approved by the ethics committee of the researchers’ university. The authors declare no conflicts of interest.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"29 S105","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135342181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-30DOI: 10.1080/01443410.2023.2273759
Patrick Gaudreau, Kristina Kljajic, Tim Fricker, Megan Waltenbury, Nicole Redmond
AbstractAcademic performance tends to deteriorate during the transition from high school to post-secondary education. In this study, our goal was to investigate whether the degree of this performance deterioration differs across the four subtypes of perfectionism from the 2 × 2 model of perfectionism. Samples of 392 university students and 946 college students completed a perfectionism questionnaire. Their high school and first semester grades were obtained through the office of the registrar. Results of latent change analyses revealed that the grades of students decreased during the transition to university (–12%) and college (–4%). The four subtypes of perfectionism were associated with a different degree of performance deterioration and supported the four hypotheses of the 2 × 2 model of perfectionism. Both university and college students with pure socially prescribed perfectionism experienced the strongest decrease in academic performance and should be closely monitored during their transition into post-secondary education.Keywords: Perfectionismperformanceachievementtransitiontertiary education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingPatrick Gaudreau was supported by research grant 435-2015-0649 from Social Sciences and Humanities Research Council of Canada and a teaching release awarded by the Faculty of Social Sciences from the University of Ottawa. Patrick Gaudreau, Megan Waltenbury, and Tim Fricker were supported by research contract from Higher Education Quality Council of Ontario.
{"title":"Grades of university and college students decrease during the transition from high school to tertiary education: a latent change analysis of the 2 × 2 model of perfectionism","authors":"Patrick Gaudreau, Kristina Kljajic, Tim Fricker, Megan Waltenbury, Nicole Redmond","doi":"10.1080/01443410.2023.2273759","DOIUrl":"https://doi.org/10.1080/01443410.2023.2273759","url":null,"abstract":"AbstractAcademic performance tends to deteriorate during the transition from high school to post-secondary education. In this study, our goal was to investigate whether the degree of this performance deterioration differs across the four subtypes of perfectionism from the 2 × 2 model of perfectionism. Samples of 392 university students and 946 college students completed a perfectionism questionnaire. Their high school and first semester grades were obtained through the office of the registrar. Results of latent change analyses revealed that the grades of students decreased during the transition to university (–12%) and college (–4%). The four subtypes of perfectionism were associated with a different degree of performance deterioration and supported the four hypotheses of the 2 × 2 model of perfectionism. Both university and college students with pure socially prescribed perfectionism experienced the strongest decrease in academic performance and should be closely monitored during their transition into post-secondary education.Keywords: Perfectionismperformanceachievementtransitiontertiary education Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingPatrick Gaudreau was supported by research grant 435-2015-0649 from Social Sciences and Humanities Research Council of Canada and a teaching release awarded by the Faculty of Social Sciences from the University of Ottawa. Patrick Gaudreau, Megan Waltenbury, and Tim Fricker were supported by research contract from Higher Education Quality Council of Ontario.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136067704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/01443410.2023.2267806
Yeo-eun Kim, Cristina D. Zepeda, Rachel S. Martin, Andrew C. Butler
Given the various motivational challenges that students experience when engaging in academic tasks, there is an emerging interest in investigating students’ cost perceptions and how to reduce them. However, most of the research has investigated general cost perceptions with a one-time assessment, often divorced from context in which cost is experienced. Centreing the situatedness of students’ motivational processes, we conducted an experience sampling study (57 undergraduates; 1,504 responses) to examine the link between general and in-situ momentary cost perceptions in students’ daily lives, as well as the potential moderating role of motivational regulation. Results showed that certain dimensions of momentary cost perceptions (outside effort cost and emotional cost) were positively associated with their corresponding general cost perceptions. Other dimensions of momentary cost (task effort cost and loss of valued alternatives cost) showed nonsignificant associations, suggesting higher sensitivity to context than others. Moreover, motivational regulation moderated the relationship between general and momentary cost for the majority of the dimensions, suggesting that interventions designed to improve students’ motivational regulation may reduce their momentary cost perceptions and increase the positivity of learning experiences.
{"title":"Situating cost perceptions: how general cost and motivational regulation predict specific momentary cost dimensions","authors":"Yeo-eun Kim, Cristina D. Zepeda, Rachel S. Martin, Andrew C. Butler","doi":"10.1080/01443410.2023.2267806","DOIUrl":"https://doi.org/10.1080/01443410.2023.2267806","url":null,"abstract":"Given the various motivational challenges that students experience when engaging in academic tasks, there is an emerging interest in investigating students’ cost perceptions and how to reduce them. However, most of the research has investigated general cost perceptions with a one-time assessment, often divorced from context in which cost is experienced. Centreing the situatedness of students’ motivational processes, we conducted an experience sampling study (57 undergraduates; 1,504 responses) to examine the link between general and in-situ momentary cost perceptions in students’ daily lives, as well as the potential moderating role of motivational regulation. Results showed that certain dimensions of momentary cost perceptions (outside effort cost and emotional cost) were positively associated with their corresponding general cost perceptions. Other dimensions of momentary cost (task effort cost and loss of valued alternatives cost) showed nonsignificant associations, suggesting higher sensitivity to context than others. Moreover, motivational regulation moderated the relationship between general and momentary cost for the majority of the dimensions, suggesting that interventions designed to improve students’ motivational regulation may reduce their momentary cost perceptions and increase the positivity of learning experiences.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/01443410.2023.2270646
Louis Manfra, James A. Larsen, Danielle Turley, Seunghee Han, Alicia Lorio
AbstractIn this study, we explore parent and teacher perceptions of school readiness (SR) among 4-year-olds learning English as a second language (ESL) and native English-speaking 4-year-olds and compare these perceptions to child scores. Child assessments focused on letter and numeral knowledge. These data were collected from 387 children (52% boys), including 28% ESL children. Adult perspectives were collected from 141 parents (who rated one child each) and from 30 teachers (who rated 380 children). Findings indicated (a) children’s letter and numeral knowledge did not significantly vary by ESL status; (b) teachers, but not parents, rated ESL children significantly lower on literacy knowledge compared to non-ESL children; (c) teacher and, to a lesser extent, parent perceptions of children’s literacy and numeracy knowledge were positively associated with children’s scores; and (d) teacher perception of numeracy was significantly more aligned with children’s numeral knowledge compared to parent perception. Discussion of these findings is included.Keywords: Parent perceptionsteacher perceptionsschool readinesspreschoolerEnglish as a second language AcknowledgementsWe would like to acknowledge and thank Kelly Moon Allison for her input and suggestions on an earlier draft. We would also like to thank Gail Gregg for her help and support during the development of this project.Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Parent and teacher perceptions of ESL and non-ESL preschoolers’ school readiness","authors":"Louis Manfra, James A. Larsen, Danielle Turley, Seunghee Han, Alicia Lorio","doi":"10.1080/01443410.2023.2270646","DOIUrl":"https://doi.org/10.1080/01443410.2023.2270646","url":null,"abstract":"AbstractIn this study, we explore parent and teacher perceptions of school readiness (SR) among 4-year-olds learning English as a second language (ESL) and native English-speaking 4-year-olds and compare these perceptions to child scores. Child assessments focused on letter and numeral knowledge. These data were collected from 387 children (52% boys), including 28% ESL children. Adult perspectives were collected from 141 parents (who rated one child each) and from 30 teachers (who rated 380 children). Findings indicated (a) children’s letter and numeral knowledge did not significantly vary by ESL status; (b) teachers, but not parents, rated ESL children significantly lower on literacy knowledge compared to non-ESL children; (c) teacher and, to a lesser extent, parent perceptions of children’s literacy and numeracy knowledge were positively associated with children’s scores; and (d) teacher perception of numeracy was significantly more aligned with children’s numeral knowledge compared to parent perception. Discussion of these findings is included.Keywords: Parent perceptionsteacher perceptionsschool readinesspreschoolerEnglish as a second language AcknowledgementsWe would like to acknowledge and thank Kelly Moon Allison for her input and suggestions on an earlier draft. We would also like to thank Gail Gregg for her help and support during the development of this project.Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-14DOI: 10.1080/01443410.2023.2267809
YunHee Jung, Sun Ah Lim, Lingyu Fan
AbstractThis study investigated the effect of teacher academic support, teacher–student relationship, and teacher achievement pressure on maths class engagement via maths self-efficacy. This study examined the relationships among these variables through four structural equation models and identified the model with the best fit. Data of 6,927 students from three waves (longitudinal data from fifth- to seventh-graders) of the Korea Education Longitudinal Survey were analysed. Model comparisons indicated that the model with maths self-efficacy partially mediating the relationship between teacher academic support and class engagement, and fully mediating the relationship of class engagement with teacher–student relationship and teacher achievement pressure, had the best fit. Teacher academic support directly and indirectly (maths self-efficacy mediation) influenced student maths class engagement. Teacher–student relationship and teacher achievement pressure indirectly influenced student maths engagement through maths self-efficacy. Based on these results, this study has several implications for promoting mathematics education.Keywords: Teacher academic supportteacher–student relationshipteacher achievement pressuremaths self-efficacyengagement in maths class Authors’ contributionsYunHee Jung designed the model and analysed the data. Sun Ah Lim developed the research idea and verified analytical methods. All authors discussed the results and contributed to the writing of the manuscript. Lingyu Fan participated in writing or technical editing of the manuscript.Disclosure statementThe authors declare that there is no conflict of interest.
{"title":"Teacher’s factors affecting students’ math class engagement: the mediating effect of math self-efficacy","authors":"YunHee Jung, Sun Ah Lim, Lingyu Fan","doi":"10.1080/01443410.2023.2267809","DOIUrl":"https://doi.org/10.1080/01443410.2023.2267809","url":null,"abstract":"AbstractThis study investigated the effect of teacher academic support, teacher–student relationship, and teacher achievement pressure on maths class engagement via maths self-efficacy. This study examined the relationships among these variables through four structural equation models and identified the model with the best fit. Data of 6,927 students from three waves (longitudinal data from fifth- to seventh-graders) of the Korea Education Longitudinal Survey were analysed. Model comparisons indicated that the model with maths self-efficacy partially mediating the relationship between teacher academic support and class engagement, and fully mediating the relationship of class engagement with teacher–student relationship and teacher achievement pressure, had the best fit. Teacher academic support directly and indirectly (maths self-efficacy mediation) influenced student maths class engagement. Teacher–student relationship and teacher achievement pressure indirectly influenced student maths engagement through maths self-efficacy. Based on these results, this study has several implications for promoting mathematics education.Keywords: Teacher academic supportteacher–student relationshipteacher achievement pressuremaths self-efficacyengagement in maths class Authors’ contributionsYunHee Jung designed the model and analysed the data. Sun Ah Lim developed the research idea and verified analytical methods. All authors discussed the results and contributed to the writing of the manuscript. Lingyu Fan participated in writing or technical editing of the manuscript.Disclosure statementThe authors declare that there is no conflict of interest.","PeriodicalId":48053,"journal":{"name":"Educational Psychology","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134973094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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