Bidirectional Linkages Among Perceived Teacher Support,Math Self-efficacy,and Mathematics Performance In Primary School Children

As an important social environment for primary school students to study and live,the school plays an important role in human beings.It can provide students with an environment to socialize and cultivate their personality,and plays an important role in the growth of students.Academic achievement is an important reference indicator for students' learning outcomes at school,which makes teachers and parents pay special attention to it.As an important part of students' school life,teachers support has a great impact on students' academic performance.When teachers' support is related to mathematics,autonomous support,cognitive support,and emotional support are the three core elements of teachers' support.It is found that perceived teachers' support can effectively predict students' basic psychological needs and enhance self-confidence.In addition,researches show that children's self-efficacy begins to develop and their sense of self-consciousness increases at this stage,and the internal factors of students also have an impact on their academic performance.As an important indicator to measure students' learning level,mathematics self-efficacy affects students' mathematics achievement through three dimensions: confidence in goals,competence in courses and coping with courses.Researches on teachers' support,self-efficacy and academic achievement are mostly cross-cutting exploration of two factors.These studies stay on the influence of teachers' support on academic achievement and the effect of self-efficacy on academic achievement.The causal relationship has not yet been clarified,and the variable-centered approach is used to analyze results.Therefore,the relationship between teachers' support,self-efficacy and academic achievement is not comprehensive,detailed and in-depth in combination with internal and external factors.There is no way to deeply understand the rules and mechanisms of children's academic development.Based on the existing research,this study further examines and analyzes the relationship between teachers' support perceived by students,mathematical self-efficacy and mathematics achievement.Take primary school students as subjects.In study 1,we use 2-year follow-up data and cross-lag analysis to explore the direct causal relationship between the three variables.In study 2,we use the individual-centered analysis method to classify the perceived teacher support and mathematical self-efficacy,and investigated the mathematical performance of different groups of students.We used the "Questionnaire on Perceived Mathematics Teacher Support for Middle School Students" compiled by Chai Xiaoyun and Gong Shaoying(2013)and the "Primary School Mathematics Learning Self-Efficacy Scale" compiled by Liu Dianzhi(2003).In Study ?,673 primary school students were followed up,and in study ?,3012 pupils were cross-examined.The data were sorted out and statistically analyzed by Amos 17.0 and SPSS19.0.The results are as follows:(1)The results of cross-lag show that mathematics self-efficacy can significantly and positively predict mathematics scores,and mathematics scores can also significantly and positively predict the mathematical self-efficacy.Mathematical self-efficacy and mathematical achievement interact and influence each other.(2)The total students are divided into four subgroups by LPA,including double-high subgroup(32.0%),high-support subgroup(38.1%),high-efficiency subgroup(9.7%)and double-low subgroup(20.2%),with significant heterogeneity among the four subgroups.(3)There are significant differences in mathematical achievement among the four groups.Mathematical achievement of the double-high subgroup is significantly better than the other three groups,followed by high-efficiency subgroup,high-support subgroup is worse than high-efficiency subgroup but better than double-low subgroup.In different grades,the development trend of the four groups is similar.The mathematics achievement of the double-high subgroup is the best.The mathematics achievement of the high-efficiency subgroup will gradually improve with the increase of the grade,while the mathematics achievement of high-support subgroup and double-low subgroup are the opposite.