The Impact of Teacher-Student Relationship on Mathematics Academic Achievement——The Mediating Effect of Mathematics Learning Interest and External Motivation
Based on the regional quality monitoring project,a large-scale paper-and-pencil test was carried out.A two-stage unequal probability sampling method was used to select 158 161 eighth-grade students from 1 097 schools in 145 districts and counties in 4 provinces in North China,South China,East China,and Central China for testing.Through the analysis of the data,this paper explores the mediating role of mathematics learning interest and external learning motivation(external learning motivation includes self-drive,peer drive and family drive)in the impact of teacher-student relationships on mathematics academic achievement.The results show that:(1)teacher-student relationship and mathematics learning interest significantly and positively predict mathematics academic achievement,and mathematics learning interest plays a mediating role in teacher-student relationship and mathematics academic achievement;(2)Self-driven and peer-driven external learning motivation has a significant negative impact on academic achievement in mathematics;(3)Interest in mathematics learning can moderate the negative impact of self-driven and peer driven external learning motivation on academic achievement;(4)Family driven learning motivation positively predicts mathematics academic achievement.
student-teacher relationshipinterest in mathematics learningexternal learning motivationmathematics academic achievement
万方数据
