Teacher's Emotional Support and Math Performance: The Chain Mediating Effect of Academic Self-Efficacy and Math Behavioral Engagement

The influence of formative assessment on academic performance: exploring the role of teachers' emotional support

Formative assessment is widely recognised as a vital tool for improving student performance. However, how formative assessment effectively influences academic performance remains unclear. This study explores the mediating role of emotional support of teachers in this association. By reviewing the recent literature, we explore how formative assessment can indirectly influence student performance through the emotional climate created by teachers. The study was analyzed using a structural equation model to explore the impact of formative assessment on the academic performance of 280 middle-school students in the South Chinese region. The results showed a significant positive relationship between formative assessment and teachers' emotional support, as well as a significant positive relationship between teachers' emotional support and academic performance. Furthermore, we also confirmed that teachers' emotional support plays a mediating role in the relationship between formative assessment and students' academic performance. These implications illuminate the importance of integrating emotional support strategies into formative assessment to improve educational outcomes. Several limitations of this study are discussed (e.g., cross-sectional design, cultural constraints, and reliance on self-reported data).

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

Introduction

Although the impact of learning interest on academic performance has been extensively studied, the chain-mediated mechanism by which medical students'mathematics learning interest influences competence through teacher-student relationships and self-efficacy remains underexplored. Empirical evidence utilizing multi-mediation models to test indirect effects is particularly lacking.

Methods

This study investigated 806 Chinese medical students, assessing problem-solving ability using PISA mathematics items and examining the chain-mediated pathway of teacher-student relationships and mathematics self-efficacy via structural equation modeling (SEM) and bias-corrected bootstrap methods. After controlling for major, grade, and residence.

Results

The results demonstrated: (1) The direct effect of mathematics learning interest on problem-solving ability was non-significant (effect size = 0.0101, 95% CI [-0.0144, 0.0346]); (2) The independent mediating effect of teacher-student relationships was non-significant (effect size = 0.0083, 95% CI [-0.0114, 0.0196]); (3) The independent mediating effect of mathematics self-efficacy was significant (effect size = 0.0140, 95% CI [0.0003, 0.0286], contribution rate = 40.79%); (4) The chain-mediated pathway of teacher-student relationships → self-efficacy reached significance (effect size = 0.0020, 95% CI [0.0003, 0.0048], contribution rate = 5.68%). The total mediation effect accounted for 70.66% of the total effect.

Discussion

These findings confirm that self-efficacy serves as the critical mechanism translating medical students' mathematics interest into competence. We recommend enhancing self-efficacy through clinical scenario-based simulation tasks and stepwise training programs, providing theoretical foundations for reforming medical mathematics curricula.

The impact of teacher emotional support on learning engagement among college students mediated by academic self-efficacy and academic resilience

College students' learning engagement not only significantly influences their academic performance but also plays a vital role in their future career development. Ensuring that students maintain high levels of engagement is essential for society's goal of cultivating high-quality talent. Therefore, understanding the key factors that drive student engagement is critical for educators as they develop effective strategies to foster this engagement. This study aims to explore the mechanisms behind the relationship between teachers' emotional support and college students' learning engagement, with a focus on the mediating roles of academic self-efficacy and academic resilience. Accordingly, the following hypotheses are proposed: (1) Teacher emotional support positively predicts learning engagement; (2) Academic self-efficacy and academic resilience serve as mediators between teacher emotional support and learning engagement; (3) Academic self-efficacy and academic resilience function as sequential mediators in the relationship between teacher' emotional support and learning engagement. This study utilized a random sampling method to survey 414 eligible college students from a university in western Shandong Province, China. Standardized scales were employed to measure teacher emotional support, learning engagement, academic self-efficacy, and academic resilience. For data analysis, Pearson correlation analysis was performed first, followed by the bias-corrected percentile Bootstrap method. (1) The study detected no significant systematic bias, and the correlations among teacher emotional support, learning engagement, academic self-efficacy, and academic resilience were all statistically significant. (2) Grounded in Self-Determination Theory, this study clarifies the relationship between teacher emotional support and learning engagement. The findings reveal that teacher emotional support positively predicts academic self-efficacy, academic resilience, and learning engagement. Similarly, both academic self-efficacy and academic resilience positively predict learning engagement, with academic self-efficacy also directly and positively predicting academic resilience. Notably, all proposed hypotheses were empirically supported. (3) The indirect effect through academic self-efficacy is 0.085, while the indirect effect through academic resilience is 0.121. Additionally, the combined indirect effect of both academic self-efficacy and academic resilience as sequential mediators is 0.059. (4) The cumulative total of all these indirect effects is 0.265. Based on Self-Determination Theory, we propose a sequential mediation model where teachers' emotional support significantly and positively impacts students' learning engagement, with academic self-efficacy and academic resilience acting as key mediators in this relationship. Additionally, teachers' emotional support enhances students' learning engagement by boosting their academic self-efficacy and reinforcing their academic resilience. These findings offer strong theoretical support for educational practice.

Teacher support and secondary school students' learning engagement: A moderated mediation model

Learning engagement has attracted increasing interest in recent years, with teacher support, academic self-efficacy, psychological resilience, and positive academic emotion identified as key factors. However, the moderated mediating mechanisms between teacher support and learning engagement remain unexplored. This study aimed to investigate the roles of academic self-efficacy and psychological resilience as mediators, and positive academic emotion as a moderator, in the relationship between teacher support and secondary school students' learning engagement, from the perspective of the Self-determination Theory and Emotion Regulation Theory. The study involved 665 participants (Mage = 14 years, SD = 0.790) randomly selected from four public secondary schools in Eastern China. Data were analyzed with the structural equation model (SEM) in SPSS 24.0, AMOS 24.0, and PROCESS 3.5. Results indicated that teacher support was directly and positively associated with learning engagement. The results also indicated that teacher support was indirectly and positively related to learning engagement through academic self-efficacy and psychological resilience. Additionally, the moderation role of positive academic emotion manifests in the association between academic self-efficacy and psychological resilience. These findings illuminate the complex dynamics underlying learning engagement and provide valuable insights for educators and researchers in promoting optimal learning experiences for secondary school students.

Factors predicting the mathematics anxiety of adolescents: a structural equation modeling approach

Introduction

Mathematics anxiety (MA) is a distinct negative emotional state or trait that individuals experience when confronted with mathematical problems in everyday life and academic contexts. This study aims to identify the key predictors of MA among secondary-level students in Bangladesh.

Methods

Utilizing a quantitative cross-sectional research design, data were collected from 486 students across 89 institutions. Later, the data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM).

Results

The findings revealed that math related negative past experiences (β = 0.241, t = 4.914, p < 0.001) and a perceived lack of teacher support (β = 0.234, t = 5.440, p < 0.001) significantly contribute to students' low self-efficacy in mathematics. This low self-efficacy is further influenced by negative attitudes and test anxiety, ultimately leading to increased MA (β = 0.694, t = 22.695, p < 0.001). Additionally, cognitive challenges, particularly working memory difficulties, directly affect MA (β = 0.110, t = 2.659, p = 0.008). The study also found that negative attitudes (β = 0.347, t = 9.063, p < 0.001) and test anxiety (β = 0.251, t = 5.913, p < 0.001) independently exacerbate MA. Moreover, a lack of motivation in learning mathematics is directly influenced by this elevated level of MA (β = 0.384, t = 9.939, p < 0.001).

Discussion

Taken together, the study proposes several key recommendations and policy implications to inform the development of synchronized policies by educational authorities aimed at combatting, reducing MA among secondary-level students in Bangladesh and similar contexts.

Social media use by teachers during work and its effects on their performance: the role of teacher's wellbeing and social media addiction

BACKGROUND

Although extant literature has investigated the impacts of social sites on employees' job performance in different sectors, scholars have given little attention to teachers' job performance (TJoP) in higher educational institutes.

PURPOSE

We aimed to investigate the direct and mediating impact of social media use (SMU) on TJoP. Based on social cognitive theory, this study proposed a model that consists of six hypotheses.

METHODOLOGY

To empirically test the model, we develop a survey link to collect data from respondents working in universities in Jiangsu province, China. Partial least square structural equation modeling (PLS-SEM) using SmartPLS 4 has been used for analyzing 454 respondents.

RESULTS

Research findings demonstrate the significant effects of SMU on TJoP, well-being, and social media addiction (SMAdd). In addition, teachers' well-being and SMAdd have a positive and negative significant effect, respectively, on TJoP. Moreover, this research evidenced a significant partial mediation of teachers' well-being and SMAdd.

CONCLUSION

This study points out the key role of SMU in the direct and indirect influences of TJoP through well-being and SMAdd. Further, it brings into view the urgency of higher education to prudently consider the implications of SMU on performance and general well-being among its faculty.

The mediating roles of academic self-efficacy and learning interest in the relationship between teaching style and math behavior engagement among junior high school students in China

Teacher guidance can positively impact students' learning interest and mathematical behavior engagement. As a crucial part of classroom teaching, effective teaching styles play an indispensable role in middle school students' mathematical behavior engagement. This study addresses the gap in understanding how different teaching styles influence junior high school students' math behavior engagement in China, by examining the underexplored mediating roles of academic self-efficacy and learning interest in this relationship, which are critical yet often overlooked factors in fostering student engagement and improving educational outcomes in mathematics. Students from grades 7 to 9 in six middle schools in Jiangsu Province, China participated in the survey. The results indicate that: (1) academic self-efficacy mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style) and mathematical behavior engagement among Chinese middle school students; (2) math learning interest mediates the relationship between effective teaching styles (humorous and lively style, rigorous and logical style, caring and sharing style, innovative and exploratory style) and mathematical behavior engagement among Chinese middle school students. Recommendations include encouraging teachers to adopt diverse teaching styles that foster both self-efficacy and interest.

Relationships between Resilience and Self-Efficacy in the Prosocial Behavior of Chilean Elementary School Teachers

Teachers' actions go beyond instruction, as their personal traits influence their teaching methods, problem-solving skills, and the quality of their relationships with students. Among these attributes, their prosocial competencies stand out for contributing to school, community, and social coexistence. Furthermore, the connection they have to resilience and self-efficacy promotes increased effectiveness in meeting the demands of an ever-more challenging work environment. This research aimed to analyze the effect of the relationship between self-efficacy and resilience on the prosocial behavior of Chilean elementary school teachers. The sample consisted of 1426 teachers (77.2% women) working in public and subsidized Chilean schools. Structural equation modeling (SEM) explored the relationships between self-efficacy, resilience, and prosocial behavior. The findings indicate that self-efficacy and resilience directly and positively affect the prosocial behavior of elementary school teachers. It is suggested that resilience, self-efficacy, and prosociality among teachers are promoted due to their synergistic effects and, consequently, the benefits for school children, especially those from vulnerable social contexts.

Academic self-efficacy, grit, and teacher support as predictors of psychological well-being of Chinese EFL students

Introduction

This study explores the determinants of psychological well-being among 968 Chinese English as a Foreign Language (EFL) students by employing structural equation modeling (SEM). Focusing on academic self-efficacy, grit, and teacher support, this research aims to illuminate their roles in shaping the psychological well-being of EFL students within the Chinese educational context.

Methods

Data from a robust sample of Chinese EFL students were analyzed using SEM techniques to investigate the relationships between academic self-efficacy, grit, teacher support, and psychological well-being. Validated instruments were utilized to measure these constructs, ensuring accuracy and reliability. The study employed meticulous data collection procedures over a three-month period, maintaining strict ethical standards and anonymity for participants.

Results

The SEM analysis revealed intricate connections among academic self-efficacy, grit, teacher support, and the psychological well-being of Chinese EFL students. Academic self-efficacy and grit emerged as direct predictors of psychological well-being, highlighting their significance in fostering students' overall well-being. Additionally, teacher support was identified to play a mediating role in this relationship, emphasizing its critical influence on enhancing academic self-efficacy and grit, thereby contributing to students' psychological well-being.

Discussion

These findings underscore the crucial importance of nurturing academic self-efficacy and grit to enhance the psychological well-being of Chinese EFL students. Furthermore, teacher support stands out as a pivotal factor in elevating students' academic self-efficacy and grit, emphasizing the need for educational interventions centered on fostering these attributes among Chinese EFL learners. The implications of these results extend to educational practices, emphasizing the indispensable role of teacher support and interventions aimed at cultivating academic self-efficacy and grit to promote the psychological well-being of EFL students within the learning environment.

Teacher support and learning engagement of EFL learners: The mediating role of self-efficacy and achievement goal orientation

Given the extremely preeminent role of students’ learning engagement (LE) in their academic success, investigating the predictors of LE for EFL learners seems critical. Prior research has demonstrated that the external environmental factors (e.g., teacher support) and the internal motivational factors (e.g., self-efficacy, achievement goal orientation) were related to LE, yet the internal mechanism is still under-explored. Therefore, this study attempted to explore the associations between teacher support and LE and the possible underlying mechanism through which teacher support influences LE with individual motivational variables of self-efficacy and achievement goal orientation the mediators for EFL learners in China. A sample of 466 Chinese college EFL learners participated in the study. Results indicated that (1) both academic support and emotional support significantly predicted LE; (2) academic support predicted LE through the separate mediation of self-efficacy, mastery goals and performance-approach goals; whereas emotional support only predicted LE through mastery goals; (3) academic support, but not emotional support, predicted LE through the chain mediation of self-efficacy and mastery goals, self-efficacy and performance-approach goals. These results elucidated the mechanism of different teacher support on LE and provided some implications for promoting EFL learners’ engagement.

Relationship between perceived teacher support and learning engagement among adolescents: Mediation role of technology acceptance and learning motivation

This study is aimed at investigating the relationship between perceived teacher support and learning engagement and exploring the mediation role played by technology acceptance and learning motivation. It adopted a structural equation modeling (SEM) approach, with sampling 467 students from four middle schools in eastern China. The research findings showed that perceived teacher support is significantly associated with learning engagement. Learning motivation plays a mediating role in the relationship between perceived teacher support and learning engagement. There is the chain mediating effect of technology acceptance and learning motivation on the relationship between perceived teacher support and learning engagement. All of these are of great importance for the teachers in the middle schools, as they help to increase students' engagement with learning activities considering the background of the deep integration of information technology and education teaching.

Examining the relationship between perceived teacher support and students' academic engagement in foreign language learning: Enjoyment and boredom as mediators

As an important contextual factor influencing various aspects of students' learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students' academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.

Patterns of Children's Relationships With Parents and Teachers in Grade 1: Links to Task Persistence and Performance

Our study aimed to investigate the patterns of children's relationships with their parents and teachers, the development of these relationships during Grade 1, and respective links to children's learning (in task persistence and performance). Parents of 350 children answered questionnaires about the quality of their relationships with their children; 25 teachers answered questions about children's task persistence at school and the quality of their relationships with their students; 350 children completed literacy and math performance tests; and six testers evaluated children's task persistence when completing those tests. All measures were administered twice: at the start and end of Grade 1. Latent profile analyses found two meaningful child profiles that were similar at the beginning and end of Grade 1: average relationship (89% at T1, 85% at T2) and conflictual relationship (11% at T1, 15% at T2) with parents and teachers. These profiles were highly stable throughout Grade 1, except for 15 children who moved from an average relationship to a conflictual relationship profile. This declining trajectory can be characterized by poor relationships with teachers and low task persistence at the end of Grade 1, although they did not perform any worse than other children. Finally, children exhibiting conflictual relationships with their parents and teachers at the beginning of Grade 1 performed worse on spelling and subtraction tasks and demonstrated lower task-persistent behavior at the end of Grade 1 than those with average (good) relationships with parents and teachers.

The Influence of Affective Feedback Adaptive Learning System on Learning Engagement and Self-Directed Learning

The outbreak of the two-year corona virus has made a great difference on existing methods of learning and instruction. Online education has become a crucial role to maintain non-stop learning after the post-epidemic period. The advanced technologies and growing popularity of network equipment have made it easy to deploy remote connections. However, teachers still face challenges when they actually implement distance courses. During the learning process, the quality of learning can be improved if the researchers consider multiple factors, including emotions, attitudes, engagement, cognition, neuroscientific and cultural psychology. After analyzing these factors, instructors can have better understanding of students' mental building and cognitive understanding in their process of learning, and be familiar with the way of interaction with students and appropriately adjust their teaching. Therefore, the current study established a learning system that aimed to understand learners' emotional signals during learning by applying the adaptive-feedback emotional computing technology. The purpose of the system was to allow learners to (1) self-examine their learning condition, (2) enhance their self-directed learning, (3) help learners who are in negative learning emotions or settings to lower anxieties, and (4) promote their learning attitudes and engagement. Result showed that the system with the adaptive-feedback emotional computing technology has significantly improved the learning effectiveness, lowered learning anxieties and increased students' self-directed learning.