Relationships Among Perceived Teacher Support, Math Self-efficacy and Mathematics Achievement for Primary School Students: A Moderated Mediation Model

Abstract

Abstract: This study aimed to investigate the relationship among teacher support, math self-efficacy and mathematics achievement for primary school students and to explore moderating effects of grades on these associations. There were 3012 primary school students from grade 3 to 5 who were tested with Perceived the Math Teacher's Support Questionnaire, and Math Self-efficacy Scale. The results showed: 1) Teacher support was positively related to students’ math self-efficacy and their mathematics achievement; and math self-efficacy was positively connected with their mathematics achievement when gender factors was controlled. 2) The students’ math self-efficacy played a partially mediating role in the relationship between teacher support and mathematics achievement. 3) The mediating effect of math self-efficacy was moderated by grade factor. The indirect effect was stronger for high grade students than for low grade students. These results suggest that teacher support and primary school students’ math self-efficacy should be strengthened to enhance their mathematics achievement. The contribution and implications of these findings were discussed in detail.

Key words: teacher support, self-efficacy, mathematics achievement, primary school students

摘要： 为深入探讨教师支持、数学自我效能感与小学儿童数学成绩之间的联系，采用学生感知到的数学教师支持问卷和数学学习自我效能感量表考察了3012名三至五年级小学生。结果表明：（1）小学儿童感知到的教师支持、数学自我效能感与数学成绩两两之间均呈显著正相关；（2）数学自我效能感在感知到的教师支持与数学成绩之间发挥着部分中介作用；（3）年级因素调节“感知到的教师支持→数学自我效能感→数学成绩”的前半路径，即随着年级的升高，感知到的教师支持对小学儿童数学自我效能感的促进作用逐渐增强。这意味着较高的教师支持有利于培养小学儿童的数学自我效能感，进而提高其数学成绩。该发现对于有效促进我国小学儿童的数学学习具有重要教育实践启示。

关键词: 教师支持, 数学自我效能感, 数学成绩, 小学儿童

CLC Number:

B844

ZHANG Jiajia, LI Hongxia, ZHANG Mingliang, ZHAO Xiaomeng, SI Jiwei. Relationships Among Perceived Teacher Support, Math Self-efficacy and Mathematics Achievement for Primary School Students: A Moderated Mediation Model[J]. Studies of Psychology and Behavior, 2019, 17(5): 644-651.

张佳佳, 李红霞, 张明亮, 赵晓萌, 司继伟. 小学儿童感知到的教师支持、数学自我效能感与数学成绩的联系：有调节的中介模型[J]. 心理与行为研究, 2019, 17(5): 644-651.

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