Abstract
This study investigated the effect of teacher academic support, teacher–student relationship, and teacher achievement pressure on maths class engagement via maths self-efficacy. This study examined the relationships among these variables through four structural equation models and identified the model with the best fit. Data of 6,927 students from three waves (longitudinal data from fifth- to seventh-graders) of the Korea Education Longitudinal Survey were analysed. Model comparisons indicated that the model with maths self-efficacy partially mediating the relationship between teacher academic support and class engagement, and fully mediating the relationship of class engagement with teacher–student relationship and teacher achievement pressure, had the best fit. Teacher academic support directly and indirectly (maths self-efficacy mediation) influenced student maths class engagement. Teacher–student relationship and teacher achievement pressure indirectly influenced student maths engagement through maths self-efficacy. Based on these results, this study has several implications for promoting mathematics education.
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