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Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety
Resource type
Journal Article
Authors/contributors
- Zhou, Da (Author)
- Du, Xiaofeng (Author)
- Hau, Kit-Tai (Author)
- Luo, Haifeng (Author)
- Feng, Pingting (Author)
- Liu, Jian (Author)
Title
Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety
Abstract
This study investigated the mediating roles of self-efficacy and anxiety on the effects of teacher–student relationship on mathematical problem-solving ability. A total of 1667 fifth graders from central China participated in the large-scale survey. The findings indicated that (1) teacher–student relationship had a direct and positive effect on students’ mathematical problem-solving ability; (2) the positive link between teacher–student relationship and mathematical problem-solving ability was partially mediated through self-efficacy; (3) the teacher–student relationship affected students’ mathematical problem-solving ability through self-efficacy and maths anxiety, but the effect of self-efficacy on mathematical anxiety was smaller. Implications for the importance of teacher–student relationships in education as well as suggestions for future research are discussed.
Publication
Educational Psychology
Volume
40
Issue
4
Pages
473-489
Date
2020-04-20
ISSN
0144-3410
Short Title
Teacher-student relationship and mathematical problem-solving ability
Accessed
01/04/2022, 22:50
Library Catalogue
Taylor and Francis+NEJM
Extra
Publisher: Routledge
_eprint: https://doi.org/10.1080/01443410.2019.1696947
Citation
Zhou, D., Du, X., Hau, K.-T., Luo, H., Feng, P., & Liu, J. (2020). Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety. Educational Psychology, 40(4), 473–489. https://doi.org/10.1080/01443410.2019.1696947
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