Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety |
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| Authors: | Da Zhou Xiaofeng Du Kit-Tai Hau Haifeng Luo Pingting Feng |
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| Institution: | 1. Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, The People’s Republic of China;2. Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong SAR, The People’s Republic of China |
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| Abstract: | AbstractThis 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. |
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| Keywords: | Mathematical problem-solving ability teacher–student relationship self-efficacy mathematical anxiety |
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