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Effects of teacher support on math engagement among Chinese college students: A mediated moderation model of math self-efficacy and intrinsic value

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  • Gan, Yan
  • Peng, Juan

Abstract

Given the established correlation between teacher support and academic engagement, this study aimed to explore the psychological mechanisms underlying teacher support and college students’ math engagement using a two-wave survey. Participants were 647 first-year students from two Chinese colleges who self-reported their perceived teacher support, math self-efficacy, and math intrinsic value. Six months later, they self-reported their math engagement. After controlling for gender and age, the structural equation model demonstrates that intrinsic value plays a mediating role in the relationship between teacher support and math engagement. Additionally, math self-efficacy moderated the relationships between teacher support and math engagement, and between teacher support and intrinsic value. These results indicate that active teacher support and math self-efficacy should be prioritized to increase intrinsic value and math engagement. This study thus contributes to a better understanding of the antecedents of math engagement, as well as the association between teacher support and math engagement.

Suggested Citation

  • Gan, Yan & Peng, Juan, 2024. "Effects of teacher support on math engagement among Chinese college students: A mediated moderation model of math self-efficacy and intrinsic value," Children and Youth Services Review, Elsevier, vol. 156(C).
    • Handle: RePEc:eee:cysrev:v:156:y:2024:i:c:s0190740923005650
    DOI: 10.1016/j.childyouth.2023.107369
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    References listed on IDEAS

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    1. Li, Ling & Liu, Yutian & Peng, Zhenfei & Liao, Meiqin & Lu, Liucun & Liao, Huan & Li, Hui, 2020. "Peer relationships, motivation, self-efficacy, and science literacy in ethnic minority adolescents in China: A moderated mediation model," Children and Youth Services Review, Elsevier, vol. 119(C).
    2. Li, Ling & Peng, Zhenfei & Lu, Liucun & Liao, Huan & Li, Hui, 2020. "Peer relationships, self-efficacy, academic motivation, and mathematics achievement in Zhuang adolescents: A moderated mediation model," Children and Youth Services Review, Elsevier, vol. 118(C).
    3. Zhou, Da & Liu, Jinqing & Liu, Jian, 2020. "The effect of problematic Internet use on mathematics achievement: The mediating role of self-efficacy and the moderating role of teacher-student relationships," Children and Youth Services Review, Elsevier, vol. 118(C).
    4. Rongrong Yu & Kusum Singh, 2018. "Teacher support, instructional practices, student motivation, and mathematics achievement in high school," The Journal of Educational Research, Taylor & Francis Journals, vol. 111(1), pages 81-94, January.
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