Influence of Teacher Support and Personal Relevance on Academic Self-Efficacy and Enjoyment of Mathematics Lessons: A Structural Equation Modeling Approach

By Jill M. Aldridge, Ernest Afari, B. Fraser. Alberta Journal of Educational Research, 2013

53 citations recorded by the source corpus.

The purpose of our study was to examine the effects of two psychosocial features of the classroom environment (teacher support and personal relevance) on college students’ academic self-efficacy and enjoyment of mathematics lessons. Data collected from 352 mathematics students attending three higher education institutions in the United Arab Emirates were used to validate the questionnaires and to investigate the hypothesized relationships. Structural equation modeling analysis suggests that teacher support and personal relevance are influential predictors of enjoyment of mathematics lessons and academic self-efficacy.

Subfields: Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/cedab54b6b3c1a0c58f75e0b4406003d6e3f0c36

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Citations in the corpus

• Teacher support and math engagement: roles of academic self-efficacy and positive emotions (2018, background): “When students perceive that their math teacher cares about them as an individual, they may be encouraged to engage in positive interactions with the teacher, during which students can explore, negotiate, assemble knowledge and experience more academic enjoyment and less sense of helplessness or frus”