Hongxia Li , Mingliang Zhang , Shuyang Hou , Bijuan Huang , Chang Xu , Zifeng Li , Jiwei Si
{"title":"小学生数学焦虑维度与教师支持感、数学学习投入之间的动态联系：四波纵向研究","authors":"Hongxia Li , Mingliang Zhang , Shuyang Hou , Bijuan Huang , Chang Xu , Zifeng Li , Jiwei Si","doi":"10.1016/j.cedpsych.2023.102211","DOIUrl":null,"url":null,"abstract":"<div><p>There has been growing interest in the relation among students’ perceived teacher support, mathematics learning engagement, and mathematics anxiety in the last decade. Longitudinal models are needed to provide new insights into the role of engagement in mathematics learning. Based on the control-value theory and developmental dynamic bio-psycho-social model of mathematics anxiety, the present study followed 1796 students from Grades 3 to 6 to investigate the longitudinal associations among perceived teacher support and two conceptually distinct dimensions of mathematics anxiety (i.e., mathematics evaluation anxiety and learning mathematics anxiety). We further explored the potential mediator effects of mathematics learning engagement between perceived teacher support and mathematics anxiety. We found bidirectional longitudinal associations between teacher support and learning mathematics anxiety from grade 3 to grade 6, as well as unidirectional longitudinal associations between teacher support and mathematics evaluation anxiety (from mathematics evaluation anxiety to teacher support). Furthermore, mathematics learning engagement mediated the relation between perceived teacher support and mathematics anxiety (including learning mathematics anxiety and mathematics evaluation anxiety). These findings highlight the importance of understanding the dynamic interplay among perceived teacher support, mathematics learning engagement, and mathematics anxiety from a developmental perspective.</p></div>","PeriodicalId":10635,"journal":{"name":"Contemporary Educational Psychology","volume":"75 ","pages":"Article 102211"},"PeriodicalIF":3.9000,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Examining the dynamic links among perceived teacher support, mathematics learning engagement, and dimensions of mathematics anxiety in elementary school students: A Four-wave longitudinal study\",\"authors\":\"Hongxia Li , Mingliang Zhang , Shuyang Hou , Bijuan Huang , Chang Xu , Zifeng Li , Jiwei Si\",\"doi\":\"10.1016/j.cedpsych.2023.102211\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>There has been growing interest in the relation among students’ perceived teacher support, mathematics learning engagement, and mathematics anxiety in the last decade. Longitudinal models are needed to provide new insights into the role of engagement in mathematics learning. Based on the control-value theory and developmental dynamic bio-psycho-social model of mathematics anxiety, the present study followed 1796 students from Grades 3 to 6 to investigate the longitudinal associations among perceived teacher support and two conceptually distinct dimensions of mathematics anxiety (i.e., mathematics evaluation anxiety and learning mathematics anxiety). We further explored the potential mediator effects of mathematics learning engagement between perceived teacher support and mathematics anxiety. We found bidirectional longitudinal associations between teacher support and learning mathematics anxiety from grade 3 to grade 6, as well as unidirectional longitudinal associations between teacher support and mathematics evaluation anxiety (from mathematics evaluation anxiety to teacher support). Furthermore, mathematics learning engagement mediated the relation between perceived teacher support and mathematics anxiety (including learning mathematics anxiety and mathematics evaluation anxiety). These findings highlight the importance of understanding the dynamic interplay among perceived teacher support, mathematics learning engagement, and mathematics anxiety from a developmental perspective.</p></div>\",\"PeriodicalId\":10635,\"journal\":{\"name\":\"Contemporary Educational Psychology\",\"volume\":\"75 \",\"pages\":\"Article 102211\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2023-10-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Contemporary Educational Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0361476X23000656\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, EDUCATIONAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Contemporary Educational Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0361476X23000656","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
Examining the dynamic links among perceived teacher support, mathematics learning engagement, and dimensions of mathematics anxiety in elementary school students: A Four-wave longitudinal study
There has been growing interest in the relation among students’ perceived teacher support, mathematics learning engagement, and mathematics anxiety in the last decade. Longitudinal models are needed to provide new insights into the role of engagement in mathematics learning. Based on the control-value theory and developmental dynamic bio-psycho-social model of mathematics anxiety, the present study followed 1796 students from Grades 3 to 6 to investigate the longitudinal associations among perceived teacher support and two conceptually distinct dimensions of mathematics anxiety (i.e., mathematics evaluation anxiety and learning mathematics anxiety). We further explored the potential mediator effects of mathematics learning engagement between perceived teacher support and mathematics anxiety. We found bidirectional longitudinal associations between teacher support and learning mathematics anxiety from grade 3 to grade 6, as well as unidirectional longitudinal associations between teacher support and mathematics evaluation anxiety (from mathematics evaluation anxiety to teacher support). Furthermore, mathematics learning engagement mediated the relation between perceived teacher support and mathematics anxiety (including learning mathematics anxiety and mathematics evaluation anxiety). These findings highlight the importance of understanding the dynamic interplay among perceived teacher support, mathematics learning engagement, and mathematics anxiety from a developmental perspective.
期刊介绍：
Contemporary Educational Psychology is a scholarly journal that publishes empirical research from various parts of the world. The research aims to substantially advance, extend, or re-envision the ongoing discourse in educational psychology research and practice. To be considered for publication, manuscripts must be well-grounded in a comprehensive theoretical and empirical framework. This framework should raise critical and timely questions that educational psychology currently faces. Additionally, the questions asked should be closely related to the chosen methodological approach, and the authors should provide actionable implications for education research and practice. The journal seeks to publish manuscripts that offer cutting-edge theoretical and methodological perspectives on critical and timely education questions.
The journal is abstracted and indexed in various databases, including Contents Pages in Education, Australian Educational Index, Current Contents, EBSCOhost, Education Index, ERA, PsycINFO, Sociology of Education Abstracts, PubMed/Medline, BIOSIS Previews, and others.
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