Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school
<p>This study aimed to examine the influence of teacher support on student engagement in</p><p>mathematics. A cross-sectional survey was employed to recruit 632 students from</p><p>grades 7 to 9 in junior middle schools across Chi...
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| Format: | thesis |
| Language: | eng |
| Published: |
2023
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| Subjects: | |
| Online Access: | https://ir.upsi.edu.my/detailsg.php?det=10570 |
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| Summary: | <p>This study aimed to examine the influence of teacher support on student engagement in</p><p>mathematics. A cross-sectional survey was employed to recruit 632 students from</p><p>grades 7 to 9 in junior middle schools across China. Participants completed various</p><p>scales, including a teacher support scale, an academic self-efficacy scale, a student</p><p>engagement scale, an achievement goal questionnaire, and a passing and failing math</p><p>scale. Data analysis was conducted using SPSS 20.0, Amos 24.0, and the SPSS macro</p><p>PROCESS. The results indicated teachers autonomy support, emotional support, and</p><p>competence support were positively associated with student engagement. Specifically,</p><p>teachers emotional support ( = 0.32, p < 0.001) and competence support ( = 0.36, p</p><p>< 0.001) had a significant positive impact on student engagement, with competence</p><p>support making the most significant contribution and autonomy support having the</p><p>weakest contribution. Additionally, academic self-efficacy mediated the relationship</p><p>between teachers autonomy support ( = -0.147, p < 0.01), emotional support ( =</p><p>0.243, p < 0.001), competence support ( = 0.348, p < 0.001) and student engagement.</p><p>The relationship between teachers autonomy support ( = -0.177, p < 0.05),</p><p>competence support ( = -0.147, p < 0.05), and academic self-efficacy was moderated</p><p>by gender. Moreover, passing grades were found to moderate the relationship between</p><p>teachers autonomy support ( = 0.146, p < 0.05) and academic self-efficacy.</p><p>Furthermore, different goal orientations (mastery-approach goal, mastery-avoidance</p><p>goal, and performance-approach goal) exhibited varying degrees of moderating effects</p><p>on the mediating relationship between teacher support and student engagement. These</p><p>findings shed light on the motivational processes through which students perceive the</p><p>teachers supports impact on their mathematics engagement. They carry significant</p><p>implications for mathematics education, emphasizing the need for educators to consider</p><p>individual differences and implement tailored interventions that enhance academic selfefficacy</p><p>to improve student engagement.</p> |
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