Effects of teacher support on math engagement among Chinese college students: A mediated moderation model of math self-efficacy and intrinsic value

Given the established correlation between teacher support and academic engagement, this study aimed to explore the psychological mechanisms underlying teacher support and college students' math engagement using a two-wave survey. Participants were 647 first-year students from two Chinese colleges who self-reported their perceived teacher support, math self-efficacy, and math intrinsic value. Six months later, they self-reported their math engagement. After controlling for gender and age, the structural equation model demonstrates that intrinsic value plays a mediating role in the relationship between teacher support and math engagement. Additionally, math self-efficacy moderated the relationships between teacher support and math engagement, and between teacher support and intrinsic value. These results indicate that active teacher support and math self-efficacy should be prioritized to increase intrinsic value and math engagement. This study thus contributes to a better understanding of the antecedents of math engagement, as well as the association between teacher support and math engagement.