The effect of perceived teacher support on mathematics anxiety among rural boarding primary school students
Chain mediation of self‐efficacy and academic procrastination
Bibliographic Data
| ID | 9614826 |
|---|---|
| Authors | Fang Ma (0009-0007-9446-9318, Department of Education Ningxia Normal University Guyuan Ningxia China), Ma Fang (Ningxia Normal University, corresponding author), Yanqiong Bao (0009-0002-2465-0748, Department of Education Ningxia Normal University Guyuan Ningxia China), Yanmeng Bao (Ningxia Normal University), Qianqian Wang (0000-0002-9558-9625, Department of Curriculum and Teaching, School of Education Zhejiang Normal University Jinhua Zhejiang China, corresponding author) |
| Year | 2025 |
| Volume | 96 |
| Issue | 2 |
| Pages | 522-538 |
| Publication date | 2025-09-21 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.70036 |
| PMID | 40976946 |
| OpenAlex | W4414398311 |
| Language | EN |
| Citations received | 1 |
| References cited | 56 |
BACKGROUND: Within China's rural educational landscape, students in residential primary boarding institutions face distinctive psychosocial difficulties, with mathematics-related anxiety demonstrating heightened prevalence in these settings. As primary sources of social interaction within school settings, teachers exert significant influence on students' academic outcomes and psychological well-being through shaping their perceptions of educator support. METHODS: In this study, we recruited 400 fifth-grade students from rural boarding primary schools in Northwestern China and employed validated scales to measure perceived teacher support, self-efficacy, academic procrastination, and mathematics anxiety. A structural equation modelling (SEM) framework was utilized to explore the pathways through which perceived teacher support impacts mathematics anxiety, with particular attention to the independent and chain mediating roles of self-efficacy and academic procrastination. RESULTS: Key findings indicated that: (i) Perceived teacher support exhibited significant negative correlations with academic procrastination and mathematics anxiety, while showing a significant positive correlation with self-efficacy; (ii) Both self-efficacy and academic procrastination independently mediated the relationship between perceived teacher support and mathematics anxiety; (iii) A sequential chain mediation pathway was identified, whereby perceived teacher support enhanced self-efficacy, which subsequently reduced academic procrastination, ultimately alleviating mathematics anxiety. CONCLUSION: These findings emphasize the critical role of perceived teacher support in mitigating mathematics anxiety among rural boarding students through cognitive and behavioural mechanisms, providing empirical foundations for targeted educational interventions
Anxiety · Boarding school · Cognition · Empirical research · Mediation · Procrastination · Education, Achievement, and Giftedness · Grit, Self-Efficacy, and Motivation · Perfectionism, Procrastination, Anxiety Studies
Do student self-efficacy and teacher-student interaction quality contribute to emotional and social engagement in fifth grade math?
Spotlight on math anxiety
Math Anxiety
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education
Professional competence of teachers
Consistent and asymptotically normal PLS estimators for linear structural equations
Academic procrastination
Evaluating Goodness-of-Fit Indexes for Testing Measurement Invariance
Cutoff criteria for fit indexes in covariance structure analysis
Intrinsic and extrinsic motivation from a self-determination theory perspective
Common method biases in behavioral research
Numerical development in preschool
Achievement emotions and elementary school children’s academic performance
Lift-the-flap features in “first words” picture books impede word learning in 2-year-olds
Family and community resource and stress processes related to income disparities in school-aged children’s development
Reappraising Stress Arousal Improves Performance and Reduces Evaluation Anxiety in Classroom Exam Situations
A self-efficacy approach to the career development of women
Transition of latent classes of children’s mathematics anxiety in primary school and the distinctive effects of parental educational involvement
Self-efficacy
Exploring the Predictive Role of Students’ Perceived Teacher Support on Empathy in English‐as‐a‐Foreign‐Language Learning
Supply chain responsibility in agriculture and its integration with rural community development
The nature of procrastination
Unravelling students’ perceived EFL teacher support
Demystifying the predictive role of students’ perceived foreign language teacher support in foreign language anxiety
Perceived Social Support and Early Adolescents’ Achievement
The Classroom Social Environment and Changes in Adolescents’ Motivation and Engagement During Middle School
Exploring the relationship between students' perceived teacher support, empathy and boredom in English learning
Math attitudes and math anxiety predict students' perception of teacher support in primary school, but not vice versa
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |