ArticleFrontiers in psychology2024
The effect of student-perceived teacher support on math anxiety: chain mediation of teacher-student relationship and math self-efficacy.
Article in Frontiers in psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
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Who cites it
9 citing papers in PubMed.
- Good Teacher Guidance, Whence Academic Efficacy? Parallel Mediating Path of Positive and Negative Academic Emotions in Junior High Students.Behavioral sciences (Basel, Switzerland) · 2026Article
- Anxiety as a mediator between preservice teachers' attitudes toward mathematics teaching and their self-efficacy beliefs.Frontiers in psychology · 2026Article
- The impact of the mathematical adversity quotient on preparatory students' mathematics learning engagement: moderated mediation effect analysis.Frontiers in psychology · 2026Article
- Multidimensional perceived school support and AI learning anxiety among university students: the mediating roles of control-value appraisals.Frontiers in psychology · 2026Article
- The Impact of Extracurricular Activities on Pre-Service Teacher Professional Development: A Structural Equation Modeling Study.Journal of Intelligence · 2025Article
- How does digital learning resource accessibility affects math learning anxiety in high school-an empirical analysis based on PISA 2022.Frontiers in psychology · 2025Article
- The relationship between medical students' interest in learning and their ability to solve mathematical problems: the chain-mediating role of teacher-student relationship and self-efficacy.Frontiers in psychology · 2025Article
- Article
- Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach.Frontiers in psychiatry · 2024Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
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.
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