The Impact Of Mathematics Teacher Support Perceived By Middle School Students On Academic Performance And Teaching Implications

Mathematics courses in compulsory education are fundamental,universal,and developmental.Mathematics learning in junior high school plays an extraordinary and positive role in the development of students in the future.As an important part of junior high school students’ interpersonal relationship in school,mathematics teachers’ influence on students’ mathematics learning can not be ignored."The Outline of Curriculum Reform of Basic Education" points out that "teachers should guide students to learn actively and individuality in the teaching process".Since the existence of Rosenthal effect was confirmed in 1968,the relationship between teacher support behavior and students’ academic performance has attracted increasing attention.Therefore,this paper studies the influence of junior high school students’ perceived math teacher support on their academic grade.In this study,1,414 students consist of 786 students in grade 7 and 628 students in grade 8 from a junior middle school in Henan Province were selected as subjects to investigate the basic situation of junior middle school students’ perceived support from math teachers,interest in math learning and math self-efficacy by sending questionnaires.On this basis,first of all,a student class two-level linear model was used to study the direct impact of junior high school students’ perceived math teacher support on math performance;Secondly,in order to explore whether there are differences in the impact of perceived math teacher support on students’ math performance among different student groups,an unconditional quantile regression model was used to explore the heterogeneous impact of perceived math teacher support on students’ math performance among junior high school students;Finally,in order to further explore the relationship between perceived math teacher support and performance among junior high school students,based on literature,we selected mathematical learning interest and mathematical self-efficacy as mediating variables,and explored the internal mechanism of the impact of perceived math teacher support on students’ math performance through a multiple mediator model.Finally,the following four conclusions are obtained.(1)The results of descriptive statistics show that the scores of mathematics teachers’ emotional support perceived by junior middle school students were slightly lower than those of autonomous support and cognitive support,but in general they were at a relatively positive level.(2)Multilevel linear regression results show that junior high school students’ perceived impact of math teacher support on students’ math performance is different after controlling for variables of the student and class levels.The perceived autonomous support of math teachers by junior high school students has a significant positive impact on math performance,but emotional support and cognitive support have no significant impact on math performance.(3)The results of unconditional quantile regression show that the perceived emotional and autonomous support of math teachers by junior high school students had a heterogeneous impact on math performance,with the most significant positive effect of emotional and autonomous support for students with intermediate and lower grades;The perceived cognitive support of mathematics teachers by junior high school students has a heterogeneous impact on mathematics performance.Cognitive support has a significant negative impact on students with high grades,but has a significant positive impact on students with lower than average grades.(4)The results of multiple mediator analysis show that there is an internal mechanism between perceived math teacher support and math performance among junior high school students.(1)Mathematics self-efficacy plays an intermediary role in the relationship between the perceived emotional support of mathematics teachers and mathematics achievement,and mathematics learning interest and mathematics self-efficacy play a chain intermediary role in the relationship between the perceived emotional support of mathematics teachers and mathematics achievement of junior middle school students.(2)Math learning interest and math self-efficacy play a chain mediating role in the relationship between students’ perceived math teacher’s independent support and math achievement.(3)Meanwhile,math learning interest and math self-efficacy also play a chain mediating role in the relationship between junior high school students’ perceived math teacher’s cognitive support and math achievement.Based on the research results and interview contents,we can get the following teaching enlightenments from the three perspectives of emotional support,autonomous support and cognitive support of mathematics teachers:(1)In the implementation of emotional support of mathematics teachers,teachers should create a positive learning atmosphere for students,in order to stimulate their enthusiasm for learning;Adopting appropriate evaluation methods to enhance students’ sense of mathematical self-efficacy;Improving the efficiency of mathematics classroom teaching by constructing harmonious teacher-student relationship.(2)In order to implement the independent support of mathematics teachers,mathematics teachers can start from the following three aspects: Firstly,encourage students to think independently and highlight their dominant position;Secondly,pay attention to individual differences among students and enhance their self-learning ability;Thirdly,combining interesting mathematical knowledge to enhance students’ interests in learning mathematic.(3)In terms of focusing on the cultivation of cognitive support for mathematics teachers,it is proposed to cultivate students’ reflective habits and develop mathematical thinking ability.Expand mathematics classroom knowledge and build a good cognitive structure;Adopt question-driven teaching and promote students’ deep learning.