The impact of teacher support on high school students’ mathematics achievement: the mediating roles of mathematics anxiety and learning engagement
Year: 2026
Type: article
Study design: Observational Study
Abstract: BACKGROUND: The relationship between teacher support and students' mathematics achievement has been extensively studied. However, its underlying mechanism remains unclear. METHODS: = 16.71 years), and all participants completed questionnaires measuring teacher support, math anxiety and learning engagement, as well as three standardized mathematics achievement tests. The data analysis in this study was performed using the structural equation model (SEM) in SPSS 25.0 and Mplus 8.3. RESULTS: The 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. CONCLUSION: These 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.
Source: BMC Psychology
Authors: Zhengdong Zhang, Chenghua Gao, Hongwei Wu, Dong Ren
Institution: Northwest Normal University
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $1,990
OpenAlex ID: W7161638451