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

IF 4.3 3区材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC

ACS Applied Electronic Materials Pub Date : 2023-10-01 DOI:10.1016/j.cedpsych.2023.102211

Hongxia Li , Mingliang Zhang , Shuyang Hou , Bijuan Huang , Chang Xu , Zifeng Li , Jiwei Si

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引用次数: 1

Abstract

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.

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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

在过去的十年里，人们对学生感知到的教师支持、数学学习投入和数学焦虑之间的关系越来越感兴趣。需要纵向模型来提供参与在数学学习中的作用的新见解。基于控制价值理论和数学焦虑的发展动态生物心理社会模型，本研究对1796名三至六年级学生进行了跟踪调查，探讨了教师支持感知与数学焦虑两个维度(数学评价焦虑和数学学习焦虑)之间的纵向关联。我们进一步探讨了数学学习投入在感知教师支持和数学焦虑之间的潜在中介作用。我们发现三年级至六年级教师支持与数学学习焦虑之间存在双向纵向关联，而教师支持与数学评价焦虑之间存在单向纵向关联(从数学评价焦虑到教师支持)。数学学习投入在感知教师支持与数学焦虑(包括数学学习焦虑和数学评价焦虑)之间的关系中起中介作用。这些发现强调了从发展的角度理解感知教师支持、数学学习参与和数学焦虑之间动态相互作用的重要性。

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来源期刊

ACS Applied Electronic Materials Multiple-

CiteScore

7.20

自引率

4.30%

发文量

567