The mediating role of self-efficacy between high school students’ perceived teacher support and mathematics feedback literacy

IF 1.7 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation Pub Date : 2024-11-01 DOI:10.1016/j.lmot.2024.102065

Hao Chen , Yafeng Xu , Defang Wang , Xia Zhang , Jun Ma , Sanyi Tang

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引用次数: 0

Abstract

Background

During high school, some students struggle with maths because of their inadequate mathematics feedback literacy. Mathematics teacher support is crucial for enhancing students’ mathematics feedback literacy. This research aims to analyze the fundamental traits of high school students’ mathematics feedback literacy, examine the connection between their perceived mathematics teacher support and feedback literacy, and explore the influence of mathematics self-efficacy within this context.

Methods

The study population consisted of 619 high school students, including freshmen (N = 366; 59.1 %) and sophomores (N = 253; 40.9 %), in the western provinces of China. The instruments used were the Mathematics Feedback Literacy Scale, the Perceived Mathematics Teacher Support Scale, and Mathematics Self-Efficacy Scale.

Results

The research uncovered a notable positive correlation between students’ perceived mathematics teacher support (especially affective support and autonomy support) and mathematics feedback literacy, with affective support exhibiting the greatest explanatory capacity. Deeper examinations indicated that mathematics self-efficacy functioned as a pivotal mediator in this connection, particularly in linking affective support to various aspects of mathematics feedback literacy.

Conclusion

This research underscores the pivotal role that students’ perceived mathematics teachers support, particularly in terms of affective support, and their mathematics self-efficacy play in fostering their mathematics feedback literacy during high school. The discoveries not only broaden the theoretical scope of research on feedback literacy, but also provide new practical perspectives and strategic recommendations for improving high school students’ mathematics feedback literacy, enhancing mathematics self-efficacy, and ultimately facilitating the development of mathematical learning effectiveness and mathematical thinking skills.

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自我效能感在高中生感知到的教师支持与数学反馈素养之间的中介作用

背景在高中阶段，一些学生由于数学反馈素养不足而在数学学习上举步维艰。数学教师的支持对提高学生的数学反馈素养至关重要。本研究旨在分析高中生数学反馈素养的基本特征，考察他们感知到的数学教师支持与反馈素养之间的联系，并探讨在此背景下数学自我效能感的影响。研究方法：研究对象为中国西部省份的619名高中生，包括高一学生（366人，占59.1%）和高二学生（253人，占40.9%）。研究发现，学生感知到的数学教师支持（尤其是情感支持和自主支持）与数学反馈素养之间存在显著的正相关，其中情感支持的解释能力最强。更深入的研究表明，数学自我效能感在这一联系中起着关键的中介作用，特别是在情感支持与数学反馈素养的各个方面之间。结论这项研究强调了学生感知到的数学教师支持（特别是情感支持）和数学自我效能感在培养高中生数学反馈素养方面所起的关键作用。这些发现不仅拓宽了反馈素养研究的理论视野，而且为提高高中生的数学反馈素养、增强数学自我效能感、最终促进数学学习效能和数学思维能力的发展提供了新的实践视角和策略建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Motivation Multiple-

CiteScore

2.90

自引率

0.00%

发文量

期刊介绍： Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.