Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety

被引：43
|
作者：
Zhou, Da [1 ]
Du, Xiaofeng [1 ]
Hau, Kit-Tai [2 ]
Luo, Haifeng [1 ]
Feng, Pingting [1 ]
Liu, Jian [1 ]
机构：
[1] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing 100875, Peoples R China
[2] Chinese Univ Hong Kong, Dept Educ Psychol, Hong Kong, Peoples R China
来源：
EDUCATIONAL PSYCHOLOGY | 2020年 / 40卷 / 04期
关键词：
Mathematical problem-solving ability; teacher-student relationship; self-efficacy; mathematical anxiety; MATH ANXIETY; ACADEMIC-ACHIEVEMENT; WORKING-MEMORY; SOCIOECONOMIC-STATUS; CHILD RELATIONSHIPS; ELEMENTARY-SCHOOL; PERFORMANCE; MOTIVATION; ENGAGEMENT; STRATEGIES;
D O I：
10.1080/01443410.2019.1696947
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
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.
引用
收藏
页码：473 / 489
页数：17
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