ArticleFrontiers in psychology2026
Distinguishing math learning and evaluation anxiety: a structural equation modeling study on pathways from teacher support to academic buoyancy.
Article in Frontiers in 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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Abstract
Introduction: While building academic resilience is crucial for adolescents facing intense educational demands, the specific mechanisms buffering subject-specific setbacks remain underexplored. This study examines the associations between math teacher support and high school students' academic buoyancy within the highly demanding context of mathematics learning. Methods: Utilizing a cross-sectional survey with convenience sampling (N=411) from two cities, we first established measurement validity via confirmatory factor analysis (CFA), and subsequently employed structural equation modeling (SEM) to test competing models. Results: The results indicated that process-oriented math learning anxiety negatively predicted buoyancy, whereas outcome-oriented evaluation anxiety did not, identifying content anxiety as a core risk factor. Furthermore, teacher support positively predicted buoyancy directly and indirectly through three pathways: by promoting problem-focused coping, and via two distinct chain pathways associated with reduced learning anxiety through adaptive coping strategies. Importantly, the pathway linking teacher support to academic buoyancy via problem-focused coping was significantly stronger than the anxiety-reduction pathways. Discussion: These findings suggest that teacher support relates to enhanced resilience primarily through its association with adaptive coping strategies and reduced content anxiety. Consequently, educational interventions may benefit from addressing content-based cognitive difficulties and cultivating proactive problem-solving abilities over merely alleviating grade-related concerns.
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