For Publishers
DiscoveryMetadataPeer reviewHostingPublishing
For Researchers
JoinPublishReviewCollect
Register
Blog
About
Search
Advanced search
My ScienceOpen
Search
For Publishers
For Researchers
Blog
About
7
views
73
references
 Top references
cited by
0
    
0 reviews
 Review
0
comments
 Comment
0
recommends
+1 Recommend
0 collections
    0
    shares
      154
      similar
       All similar
      • Record: found
      • Abstract: found
      • Article: found
      Is Open Access

      The effect of student-perceived teacher support on math anxiety: chain mediation of teacher–student relationship and math self-efficacy

      research-article

      Read this article at

      ScienceOpenPublisherPMC
      Bookmark
          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          Abstract

          Introduction

          This study investigates the mechanisms linking students’ perceived teacher support with math anxiety, focusing on the mediating roles of the teacher–student relationship and mathematics self-efficacy.

          Methods

          The research was conducted with 401 fifth-grade students in China, utilizing scales for Students’ Perceived Teacher Support, Teacher–Student Relationship, Math Self-Efficacy, and Math Anxiety.

          Results

          Findings revealed that student-perceived math teacher support, teacher–student relationship, and math self-efficacy were all significantly negatively correlated with math anxiety. It was notably found that student-perceived math teacher support influenced math anxiety through the chain mediation of teacher–student relationship and math self-efficacy. Additionally, the effect of students’ perceived emotional support from math teachers on math anxiety, mediated by teacher–student relationship intimacy, was significant only among male students.

          Discussion

          These results underscore the importance of fostering positive teacher–student interactions and enhancing self-efficacy to reduce math anxiety among primary school students. The gender-specific findings regarding emotional support and relationship intimacy highlight the need for tailored strategies in addressing math anxiety.

          Related collections

          Most cited references73

          • Record: found
          • Abstract: not found
          • Article: not found

          Self-efficacy: Toward a unifying theory of behavioral change.

          Albert Bandura (1977)
          Article 0 comments Cited 3193 times – based on 0 reviews     Review now
            Bookmark
            • Record: found
            • Abstract: not found
            • Article: not found

            The Nature, Effects, and Relief of Mathematics Anxiety

            Ray Hembree (1990)
            Article 0 comments Cited 298 times – based on 0 reviews     Review now
              Bookmark
              • Record: found
              • Abstract: not found
              • Article: not found

              Social relationships and motivation in middle school: The role of parents, teachers, and peers.

              Kathryn Wentzel (1998)
              Article 0 comments Cited 227 times – based on 0 reviews     Review now
                Bookmark
                All references

                Author and article information

                Contributors
                Chao Wang: URI : https://loop.frontiersin.org/people/2264803/overviewRole: Role: Role: Role: Role: Role: Role: Role:
                Qing Xu: Role: Role: Role: Role: Role:
                Wei-qun Fei: Role: Role: Role: Role: Role:
                Journal
                Journal ID (nlm-ta): Front Psychol
                Journal ID (iso-abbrev): Front Psychol
                Journal ID (publisher-id): Front. Psychol.
                Title: Frontiers in Psychology
                Publisher: Frontiers Media S.A.
                ISSN (Electronic): 1664-1078
                Publication date (Electronic): 22 April 2024
                Publication date Collection: 2024
                Volume: 15
                Electronic Location Identifier: 1333012
                Affiliations
                [1] 1Department of Psychology, School of Teacher Education, Huzhou University , Huzhou, China
                [2] 2Huzhou Key Laboratory of Brain Science and Child Learning , Huzhou, China
                [3] 3Department of Psychology, Neuroscience and Behaviour, McMaster University , Hamilton, ON, Canada
                [4] 4Huzhou Mental Health Education Guidance Center for Primary and Secondary Schools , Huzhou, China
                Author notes

                Edited by: Claudio Longobardi, University of Turin, Italy

                Reviewed by: Gregory Siy Ching, National Chengchi University, Taiwan

                Ann Dowker, University of Oxford, United Kingdom

                *Correspondence: Chao Wang, wangcpsy@ 123456gmail.com
                Article
                DOI: 10.3389/fpsyg.2024.1333012
                PMC ID: 11081034
                PubMed ID: 38725950
                SO-VID: 50c92d50-9dfa-4ff2-ba71-270270faad74
                Copyright © Copyright © 2024 Wang, Xu and Fei.
                License:

                This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

                History
                Date received : 04 November 2023
                Date accepted : 02 April 2024
                Page count
                Figures: 2, Tables: 6, Equations: 0, References: 73, Pages: 10, Words: 8150
                Funding
                The author(s) declare that financial support was received for the research, authorship, and/or publication of this article. The research was supported by the Humanity and Social Science Youth Foundation of the Ministry of Education of China (Grant No. 22YJCZH164), the Natural Science Foundation of Huzhou (Grant No. 2023YZ38), and the Huzhou Key Laboratory of Brain Science and Child Learning (Grant No.2024).
                Categories
                Subject: Psychology
                Subject: Original Research
                Custom metadata
                section-at-acceptance Educational Psychology

                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: student-perceived math teacher support,teacher–student relationship,math self-efficacy,math anxiety,elementary school students
                Data availability:
                ScienceOpen disciplines: Clinical Psychology & Psychiatry
                Keywords: student-perceived math teacher support, teacher–student relationship, math self-efficacy, math anxiety, elementary school students

                Comments

                Comment on this article