The Effect of Teacher Support on Students' Mathematics Achievement: Mediated by Self-Efficacy

• In Event: Millennium Hotel Roundtable Session 2
  In Roundtable Session: Predictors of Mathematics Achievement

Abstract

Based on the Eccles Expectancy-Value Model of achievement motivation, this study intends to investigate the relationship between student-perceived teacher support and math achievement, also the potential mediation of self-efficacy on this relationship. Path analysis was utilized to examine PISA 2012 database to address the research questions. The findings suggest that teacher support plays an important role in improving students’ achievement. However, the effect is indirect, mediated by student math self-efficacy. Math self-efficacy directly affects students’ performance positively. Therefore, teachers should dedicate more in creating a supportive study environment where students can improve their math self-efficacy, which in turn boosts their achievement ultimately. Additionally, this study could shed light on explaining the better performance of students from high-achieving countries in general.

Author

• Yin Wu, University at Buffalo - SUNY