Teacher's Factors Affecting Students' Math Class Engagement: The Mediating Effect of Math Self-Efficacy

Autor/inn/en	Jung, YunHee; Lim, Sun Ah; Fan, Lingyu
Titel	Teacher's Factors Affecting Students' Math Class Engagement: The Mediating Effect of Math Self-Efficacy
Quelle	In: Educational Psychology, 43 (2023) 8, S.929-946 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lim, Sun Ah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2023.2267809
Schlagwörter	Teacher Student Relationship; Learner Engagement; Self Efficacy; Foreign Countries; Mathematics Instruction; Mathematics Achievement; Elementary School Students; Teacher Characteristics; Elementary School Teachers; South Korea + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Self-efficacy; Selbstwirksamkeit; Ausland; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Korea; Republik
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01