Teacher’s factors affecting students’ math class engagement: the mediating effect of math self-efficacy

Abstract

This study investigated the effect of teacher academic support, teacher–student relationship, and teacher achievement pressure on maths class engagement via maths self-efficacy. This study examined the relationships among these variables through four structural equation models and identified the model with the best fit. Data of 6,927 students from three waves (longitudinal data from fifth- to seventh-graders) of the Korea Education Longitudinal Survey were analysed. Model comparisons indicated that the model with maths self-efficacy partially mediating the relationship between teacher academic support and class engagement, and fully mediating the relationship of class engagement with teacher–student relationship and teacher achievement pressure, had the best fit. Teacher academic support directly and indirectly (maths self-efficacy mediation) influenced student maths class engagement. Teacher–student relationship and teacher achievement pressure indirectly influenced student maths engagement through maths self-efficacy. Based on these results, this study has several implications for promoting mathematics education.

Keywords:

• Teacher academic support
• teacher–student relationship
• teacher achievement pressure
• maths self-efficacy
• engagement in maths class

Authors’ contributions

YunHee Jung designed the model and analysed the data. Sun Ah Lim developed the research idea and verified analytical methods. All authors discussed the results and contributed to the writing of the manuscript. Lingyu Fan participated in writing or technical editing of the manuscript.

Disclosure statement

The authors declare that there is no conflict of interest.