Abstract
Given the established correlation between teacher support and academic engagement, this study aimed to explore the psychological mechanisms underlying teacher support and college students’ math engagement using a two-wave survey. Participants were 647 first-year students from two Chinese colleges who self-reported their perceived teacher support, math self-efficacy, and math intrinsic value. Six months later, they self-reported their math engagement. After controlling for gender and age, the structural equation model demonstrates that intrinsic value plays a mediating role in the relationship between teacher support and math engagement. Additionally, math self-efficacy moderated the relationships between teacher support and math engagement, and between teacher support and intrinsic value. These results indicate that active teacher support and math self-efficacy should be prioritized to increase intrinsic value and math engagement. This study thus contributes to a better understanding of the antecedents of math engagement, as well as the association between teacher support and math engagement.
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