The Relationship between Perceived Teacher Support and Mathematics Performance: The Mediating Roles of Mathematics Internal Motivation, Anxiety and Self-Efficacy

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KASHANI FAHIMEH; SADOUGHI MAJID; KIANI MASOOD

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Journal Paper

Paper Information

Journal: NEW THOUGHTS ON EDUCATION Year:2021 | Volume:17 | Issue:3 (61) Page(s): 147-169

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Information Journal Paper

Title

The Relationship between Perceived Teacher Support and Mathematics Performance: The Mediating Roles of Mathematics Internal Motivation, Anxiety and Self-Efficacy

Author(s)

KASHANI FAHIMEH | SADOUGHI MAJID | KIANI MASOOD | Issue Writer Certificate

Keywords

Mathematics anxietyQ2

Mathematics internal motivationQ1

Mathematics performanceQ2

Mathematics self-efficacyQ2

Perceived teacher supportQ1

Abstract

Aim: Several intrapersonal and external factors could affect students’ learning and performance in mathematics. This study aimed to explore the relationship between students’ Perceived teacher support and Mathematics performance by considering the mediating roles of Mathematics self-efficacy, internal motivation, and anxiety. Multi-stage sampling was used to choose 408 students. The SEM findings suggested that the proposed model had a good fit. Additionally, there was a significant, positive relationship between Perceived teacher support and Mathematics performance. Moreover, Perceived teacher support could explain students’ Mathematics performance via the mediating roles of Mathematics self-efficacy, anxiety, and internal motivation. Furthermore, Mathematics self-efficacy affected the other two mediating variables and thereby influenced Mathematics performance. The findings implied that Mathematics performance could significantly be improved by paying especial attention to different types of teacher support and making educational interventions for increasing teachers’ supportive behaviors, which can consequently increase Mathematics self-efficacy and motivation and decrease Mathematics anxiety.

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APA: Copy

KASHANI, FAHIMEH, SADOUGHI, MAJID, & KIANI, MASOOD. (2021). The Relationship between Perceived Teacher Support and Mathematics Performance: The Mediating Roles of Mathematics Internal Motivation, Anxiety and Self-Efficacy. NEW THOUGHTS ON EDUCATION, 17(3 (61) ), 147-169. SID. https://sid.ir/paper/410420/en

Vancouver: Copy

KASHANI FAHIMEH, SADOUGHI MAJID, KIANI MASOOD. The Relationship between Perceived Teacher Support and Mathematics Performance: The Mediating Roles of Mathematics Internal Motivation, Anxiety and Self-Efficacy. NEW THOUGHTS ON EDUCATION[Internet]. 2021;17(3 (61) ):147-169. Available from: https://sid.ir/paper/410420/en

IEEE: Copy

FAHIMEH KASHANI, MAJID SADOUGHI, and MASOOD KIANI, “The Relationship between Perceived Teacher Support and Mathematics Performance: The Mediating Roles of Mathematics Internal Motivation, Anxiety and Self-Efficacy,” NEW THOUGHTS ON EDUCATION, vol. 17, no. 3 (61) , pp. 147–169, 2021, [Online]. Available: https://sid.ir/paper/410420/en

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