Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school

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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Main Author: Yang, Yanfei
Format: thesis
Language:eng
Published: 2023
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LB Theory and practice of education
Online Access:https://ir.upsi.edu.my/detailsg.php?det=10570
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institution Universiti Pendidikan Sultan Idris
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topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Yang, Yanfei
Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school
description <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>
format thesis
qualification_name
qualification_level Doctorate
author Yang, Yanfei
author_facet Yang, Yanfei
author_sort Yang, Yanfei
title Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school
title_short Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school
title_full Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school
title_fullStr Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school
title_full_unstemmed Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school
title_sort mediating effect of teachers support and student engagement in mathematics at chinese junior middle school
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Pembangunan Manusia
publishDate 2023
url https://ir.upsi.edu.my/detailsg.php?det=10570
_version_ 1804890572769460224
spelling oai:ir.upsi.edu.my:105702024-07-09 Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school 2023 Yang, Yanfei LB Theory and practice of education <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> 2023 thesis https://ir.upsi.edu.my/detailsg.php?det=10570 https://ir.upsi.edu.my/detailsg.php?det=10570 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Pembangunan Manusia <p>Allen JP, Pianta RC, Gregory A, Mikami AY, & Lun J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037.</p><p></p><p>Alkan, F. (2020). Investigating the relationships among students chemistry motivations, achievement goal orientation, classroom engagement, gender, class and positive teacher behaviours through structural equation modeling. MIER Journal of Educational Studies Trends and Practices, 188-205.</p><p></p><p>Assor, A., Kaplan, H., & Roth, G. 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