An Analysis of the Correlation Among Mathematics Teacher Support, Mathematics Anxiety, Effort and Persistence in Mathematics

期刊: 《Frontiers of social sciences》 DOI:10.64649/yh.fss.2025040003 PDF下载

Li Yalin

School of Graduate Studies, Lingnan University

摘要

This study aims to explore the correlations among Mathematics Teacher Support (MTS), Mathematics Anxiety (MA), and Effort and Persistence in Mathematics (EPM). Using students in France as the sample, the study processed 4,731 valid data points for MTS, 4,368 valid data points for MA, and 4,356 valid data points for EPM through methods including descriptive statistical analysis, normality test, and Spearman correlation analysis. The results showed that none of the three variables conformed to a normal distribution. Specifically, MTS was significantly negatively correlated with MA (r=-0.129, p<0.01), MTS was significantly positively correlated with EPM (r=0.231, p<0.01), and MA was significantly negatively correlated with EPM (r=-0.105, p<0.01). The study reveals the positive role of teacher support in alleviating students’ mathematics anxiety and enhancing their learning effort and persistence, providing empirical evidence for optimizing teacher support strategies and improving students’ learning experience in mathematics education. Meanwhile, it points out limitations such as limited sample representativeness and cross-sectional research design, as well as directions for future research.

关键词

Mathematics Education; Mathematics Teacher Support; Mathematics Anxiety; Effort and Persistence in Mathematics; Correlation Analysis

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