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Type :thesis
Subject :LB Theory and practice of education
Main Author :Yang, Yanfei
Title :Mediating effect of teachers support and student engagement in Mathematics at Chinese junior middle school
Place of Production :Tanjong Malim
Publisher :Fakulti Pembangunan Manusia
Year of Publication :2023
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
This study aimed to examine the influence of teacher support on student engagement in mathematics. A cross-sectional survey was employed to recruit 632 students from grades 7 to 9 in junior middle schools across China. Participants completed various scales, including a teacher support scale, an academic self-efficacy scale, a student engagement scale, an achievement goal questionnaire, and a passing and failing math scale. Data analysis was conducted using SPSS 20.0, Amos 24.0, and the SPSS macro PROCESS. The results indicated teachers’ autonomy support, emotional support, and competence support were positively associated with student engagement. Specifically, teachers’ emotional support (β = 0.32, p < 0.001) and competence support (β = 0.36, p < 0.001) had a significant positive impact on student engagement, with competence support making the most significant contribution and autonomy support having the weakest contribution. Additionally, academic self-efficacy mediated the relationship between teachers’ autonomy support (β = -0.147, p < 0.01), emotional support (β = 0.243, p < 0.001), competence support (β = 0.348, p < 0.001) and student engagement. The relationship between teachers’ autonomy support (β = -0.177, p < 0.05), competence support (β = -0.147, p < 0.05), and academic self-efficacy was moderated by gender. Moreover, passing grades were found to moderate the relationship between teachers’ autonomy support (β = 0.146, p < 0.05) and academic self-efficacy. Furthermore, different goal orientations (mastery-approach goal, mastery-avoidance goal, and performance-approach goal) exhibited varying degrees of moderating effects on the mediating relationship between teacher support and student engagement. These findings shed light on the motivational processes through which students perceive the teacher’s support’s impact on their mathematics engagement. They carry significant implications for mathematics education, emphasizing the need for educators to consider individual differences and implement tailored interventions that enhance academic selfefficacy to improve student engagement.

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