The effect of student-perceived teacher support on math anxiety: chain mediation of teacher-student relationship and math self-efficacy.

Abstract

This study investigates the mechanisms linking students' perceived teacher support with math anxiety, focusing on the mediating roles of the teacher-student relationship and mathematics self-efficacy. The research was conducted with 401 fifth-grade students in China, utilizing scales for Students' Perceived Teacher Support, Teacher-Student Relationship, Math Self-Efficacy, and Math Anxiety. Findings revealed that student-perceived math teacher support, teacher-student relationship, and math self-efficacy were all significantly negatively correlated with math anxiety. It was notably found that student-perceived math teacher support influenced math anxiety through the chain mediation of teacher-student relationship and math self-efficacy. Additionally, the effect of students' perceived emotional support from math teachers on math anxiety, mediated by teacher-student relationship intimacy, was significant only among male students. These results underscore the importance of fostering positive teacher-student interactions and enhancing self-efficacy to reduce math anxiety among primary school students. The gender-specific findings regarding emotional support and relationship intimacy highlight the need for tailored strategies in addressing math anxiety.