Impact of Perceived Supportive Learning Environment on Mathematical Achievement: The Mediating Roles of Autonomous Self-Regulation and Creative Thinking.

Weihua Niu,Qingyang Zhang,Li Cheng,Dana Duan

doi:10.3389/fpsyg.2021.781594

Weihua Niu, Qingyang Zhang + Show 2 more

Open Access

https://doi.org/10.3389/fpsyg.2021.781594

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Abstract

A total of 1,281 Chinese students in grades 3–6 participated in a study that examined the relationships among student-perceived supportive learning environment (PSLE), mathematical achievement, autonomous self-regulation, and creative thinking. The results demonstrated that student PSLE is positively associated with autonomous self-regulation, creative thinking, and mathematical achievement. In addition, the study also demonstrated that the influence of PSLE on students’ mathematical achievements could be mediated through autonomous self-regulation and creative thinking, respectively. The results shed light on the effectiveness of a supportive learning environment on educational and psychological outcomes in Chinese mathematical classrooms.

Highlights

Mathematics is one of the most critical educational subject areas in modern society
While mathematical ability in elementary school establishes the foundation for all other technical fields, math skills have become increasingly important in the digital era in which algorithmic language and artificial intelligence are used in everyday life (Schleicher, 2019)
The results suggest that PLSE was significantly positively associated with autonomous self-regulation, creative thinking, and mathematics achievement

Summary

Introduction

Mathematics is one of the most critical educational subject areas in modern society. A student’s mathematical ability in elementary school influences their mathematical achievement in later years but can predict their future educational outcomes and career successes (Cross et al, 2009). Studies have shown that the following factors played important roles in children’s learning outcomes. These factors include teachers’ pedagogical belief (Staub and Stern, 2002), clear and structured instruction, an emphasis on building up complex skills (such as deductive and critical thinking) in conjunction with skill acquisition

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