Evidence map›Paper›PMID 42157062›Full record

ArticleBMC psychology2026

The impact of teacher support on high school students' mathematics achievement: the mediating roles of mathematics anxiety and learning engagement.

Zhengdong Zhang, Chenghua Gao, Hongwei Wu, Dong Ren

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Article in BMC psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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1 · What the graph read from it

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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

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3 · Its place in the literature

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4 · The record

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5 · Who and what money

Authors and funding

4 authors.

Zhengdong ZhangCollege of Mathematics and Statistics, Northwest Normal University, Lanzhou, Gansu, 730070, China.
Chenghua GaoCollege of Mathematics and Statistics, Northwest Normal University, Lanzhou, Gansu, 730070, China. gaokuguo@163.com.
Hongwei WuCollege of Educational Science, Northwest Normal University, Lanzhou, Gansu, 730070, China.
Dong RenCollege of Chemistry and Chemical Engineering, Northwest Normal University, Lanzhou, Gansu, 730070, China.

Funding

The present study received financial support from the National Natural Science Foundation of China Project 12461039
6 · The paper itself

Abstract

backgroundThe relationship between teacher support and students' mathematics achievement has been extensively studied. However, its underlying mechanism remains unclear.

methodsThis study aimed to examine the associations between teacher support and mathematics achievement among high school students, and to test the potential mediating roles of mathematics anxiety and learning engagement in these associations. Participants included 1,340 high school students (M

resultsThe results revealed that: (1)teacher support was positively correlated with mathematics achievement; (2)mathematics anxiety mediated the relationship between teacher support and mathematics achievement; (3)learning engagement mediated the relationship between teacher support and mathematics achievement; (4)mathematics anxiety and learning engagement jointly played a chain mediating role in the relationship between teacher support and mathematics achievement.

conclusionThese findings highlight the significant associations between perceived teacher support and mathematics achievement among high school students, mediated through cognitive and behavioral mechanisms, thus providing preliminary correlational evidence that may inform future longitudinal and experimental research on educational practices.

Indexed as

Academic SuccessAnxietyLearningMathematicsSchool TeachersSocial SupportStudentsAdolescentFemaleHumansMaleHigh school studentsLearning engagementMathematics achievementMathematics anxietyTeacher support

Identifiers

PMID42157062
PMCPMC13349065

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LicenceCC BY-NC-ND
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.