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 mediat.....

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