Pathways to mathematical success: the interplay of teacher support, intrinsic motivation, and school climate using multilevel moderated mediation models
- Autores: Yuting Tan, Tao Yang
- Localización: European Journal of Psychology of Education, ISSN-e 1878-5174, ISSN 0256-2928, Vol. 41, Nº 2, 2026
- Idioma: inglés
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Resumen
Guided by self-determination theory and ecological systems theory, this study examines how teacher academic and emotional support shape mathematics achievement among Chinese primary students through intrinsic motivation, moderated by school climate. Using a nationally representative sample of 13,819 Grade 4 students across 1,495 schools, multilevel moderated mediation analyses revealed that: (1) both teacher academic and emotional support had a direct and positive effect on students’ mathematics achievement; (2) the positive relationship between teacher support (i.e., academic and emotional support) and mathematics achievement was prominently mediated through intrinsic motivation; (3) school climate could negatively moderate the latter half path of "teacher academic/emotional support → intrinsic motivation → mathematics achievement ". These findings advance theoretical understanding of motivational mechanisms in educational ecosystems and offer practical insights for optimizing teacher-student interactions. Implications include prioritizing dual-dimensional teacher training programs and implementing climate-sensitive interventions to bridge achievement gaps in diverse school settings. Implications, limitations, and future research directions are discussed.
