The relationship between student-perceived math teacher support and math anxiety in elementary school: a moderated mediation model
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Maths anxiety (MA) refers to the negative physical, emotional, and cognitive reactions triggered by maths-related tasks. This study aims to investigate the relationships among student-perceived maths teacher support, maths self-efficacy, academic procrastination, and MA in fifth-grade students, exploring how student-perceived maths teacher support relates to MA through academic procrastination mediation and maths self-efficacy moderation. Participants were 374 students from a Chinese elementary school, with 180 boys (48.13%) and 194 girls (51.87%). Participants completed four self-reported questionnaires and the results showed significant relationships among the four factors. Specifically, academic procrastination partially mediated the effects of student-perceived maths teacher support on MA, explaining 39.36% of the variance. Meanwhile, maths self-efficacy moderated the relationship between student-perceived maths teacher support and academic procrastination. This study has implications for reducing MA by helping students recognise their teacher’s support, fostering a positive learning environment for maths, and reducing the stress and fear of learning maths.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it