Perceived Teaching Engagement and Mathematics Performance: The Mediating Role of Student Attitudes Toward Mathematics Learning

• In Event: AERA Virtual Poster Session
  In Virtual Poster Session: SIG-School Effectiveness and School Improvement Virtual Poster Session

Abstract

Affective outcomes in mathematics are not only important outcomes generated by teaching but also potential intrinsic factors influencing academic outcomes. With data collected from 2,642 students in primary grades 5 and 6 in China in 2019, the current study looked at the relationship between perceived teaching engagement and mathematics performance with (indirect effect) or without (direct effect) the mediation of learners’ attitudes towards mathematics learning. The results of structural equation modelling (SEM) showed a significant indirect effect of students’ perception of teaching engagement on mathematics performance via their attitudes towards mathematics learning. The comparison of two SEM models indicated that this indirect effect remained stable with or without controlling background factors (age, gender and socioeconomic status).

Authors

• Zhenzhen Miao, Jiangxi Normal University
  Presenting Author

• Christian Bokhove, University of Southampton
  Non-Presenting Author

• David Reynolds, Swansea University
  Non-Presenting Author